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Academic literature on the topic 'Intellectual disability Victoria Case studies'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Intellectual disability Victoria Case studies"

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SCHOFIELD, HILARY, BARBARA MURPHY, HELEN E. HERRMAN, SIDNEY BLOCH, and BRUCE S. SINGH. "Carers of people aged over 50 with physical impairment, memory loss and dementia: a comparative study." Ageing and Society 18, no. 3 (May 1998): 355–69. http://dx.doi.org/10.1017/s0144686x98006965.

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While studies investigating factors associated with carer burden suggest that intellectual impairment and behavioural disturbance in the care recipient are more demanding for the carer than physical impairment, comparative research findings are equivocal. Family carers of people with a long-term illness or disability were identified through a survey of 26,000 households in Victoria, Australia. Focusing on carers of those aged over 50 years, three subsamples were selected: 186 carers of relatives with physical impairment only, 182 carers of those with diagnosed memory loss and 117 carers of those with intellectual impairment diagnosed as dementia. Carers of physically impaired relatives reported better health, greater life satisfaction, and less overload, negative affect, family conflict, anger and resentment than carers of those with intellectual impairment, whether labelled as dementia or not. Despite lower impairment levels in the care recipient, carers of those with undiagnosed memory loss reported more resentment about their caring role than carers of those with a diagnosed dementia. The effects on the carer of significantly greater impairment in the dementia care recipient group may be ameliorated by having a diagnosis, bringing with it the potential for increased understanding and tolerance. Fortunately, negative feelings predictive of a sense of burden are subject to a range of interventions: providing information to promote understanding; counselling to tackle negative feelings and family conflict; guidelines to deal with behaviour problems and physical aspects of caring; and community services to reduce overload.
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Conrad, Jordan A. "On intellectual and developmental disabilities in the United States: A historical perspective." Journal of Intellectual Disabilities 24, no. 1 (April 5, 2018): 85–101. http://dx.doi.org/10.1177/1744629518767001.

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The history of intellectual and developmental disabilities (IDD) in the United States is, in many ways, a triumphant story reflecting an increasingly progressive attitude acknowledging the equality of all persons. The law now recognizes people with IDD as citizens, possessing an equal right to education, health care, and employment—each of which represents milestone victories. However, this progression was not a linear development but rather a product of periods of growth and decline, backsliding, and hard-won battles across political, cultural, and legal domains. This article explores the vacillating historical trajectory for people with IDD in the United States from the colonial period to the present. Particular attention is paid to the conceptual understanding of disability itself across time periods as that which informs particular developments in treatment, law, and social status. The capabilities approach, as outlined by Martha Nussbaum, is then brought to bear as a heuristic framework, consonant with current developments in disability studies, and which may guide future social and legislative action.
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Carrillo de Albornoz Calahorro, C. M., M. Guerrero Jiménez, A. Porras Segovia, and J. Cervilla Ballesteros. "Intellectual disability among delusional disorder: A case series register." European Psychiatry 33, S1 (March 2016): S192. http://dx.doi.org/10.1016/j.eurpsy.2016.01.434.

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IntroductionThe quoted prevalence of intellectual disability (ID) among adults with psychiatric illness varies widely. Some believe that these people are protected from certain intellectual and psychological stress by having ID, and therefore, are less prone to develop psychiatric illness. However, in the past decades, the more prevailing view is that people with ID are more vulnerable to psychosocial stress than people without ID, and therefore, are more likely to develop psychiatric symptomatology. According to various population surveys the probability of suffering a mental disability increase with age. Delusional disorder is as well a disease related to advanced stages of life.Objectives/aimsThe aims of the present study is to establish the prevalence of functional intellectual disability among adults who fulfil DSM 5 delusional disorder criteria.MethodsOur data come from a case register study of delusional disorder in Andalucia (Spanish largest region). By accessing digital health data, we selected 1927 cases, which meet criteria DSM 5 for delusional disorder collecting whether in its history intellectual disability was registered by the referent psychiatrist.ResultsOf our sample, 2.6% had reflected some kind of intellectual disability in their digital clinical record.ConclusionThese percentage has been found to concur with other epidemiological studies linking mental retardation and psychotic spectrum disease although there are no epidemiological data published to the best of our knowledge that correlate delusional disorder specifically and intellectual disability.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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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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MacMahon, Kenneth, and Ricky McClements. "Working together: making the case for integrated forensic services for people with intellectual disabilities." Journal of Intellectual Disabilities and Offending Behaviour 6, no. 3/4 (December 14, 2015): 204–10. http://dx.doi.org/10.1108/jidob-08-2015-0021.

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Purpose – There is a general consensus that healthcare for people with intellectual disabilities should be provided by multi-disciplinary teams. Within a forensic setting, recommendations are often made for separate or “parallel” forensic teams, operating independently of generic mental health or intellectual disability teams. An alternative to this model is an “integrated” service, where specialist forensic clinicians work within the general intellectual disability service, to provide support for clients with forensic needs. For clients with intellectual disabilities and forensic needs, there may be advantages to providing access to a wider multi-disciplinary team, through the application of an integrated model. The purpose of this paper is to illustrate the working of an integrated forensic service within a learning disability team, to identify positive aspects of this model, and how potential shortcomings may be overcome. Design/methodology/approach – Literature review, description of service outline with case example. Findings – Although some studies have compared parallel and integrated forensic models within mental health services, there are no evaluations that compare models of forensic services for individuals with intellectual disabilities. However, specific advantages of an integrated model may include availability of multi-disciplinary clinicians, development of forensic skills across wider groups of clinicians, reduction in stigma and avoidance of delay in transfer of care between services. In addition, in areas with smaller populations, parallel services may not be feasible due to low case numbers. Originality/value – There has been no formal evaluation of parallel vs integrated forensic services within an intellectual disability setting. However, the authors describe a fully integrated service and suggest means by which the potential shortcomings of an integrated model may be overcome.
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McInnis, Erica Elaine. "Effectiveness of individual psychodynamic psychotherapy in disability psychotherapy." Advances in Mental Health and Intellectual Disabilities 10, no. 2 (March 7, 2016): 128–44. http://dx.doi.org/10.1108/amhid-09-2015-0047.

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Purpose – The purpose of this paper is to report effectiveness of disability psychotherapy with a male adult with a mild intellectual disability presenting with complex emotional and behavioural problems. Design/methodology/approach – An individual case study was used with repeated analytic, quantitative and qualitative measures. This reported progress from individual weekly disability psychotherapy of psychodynamic orientation within an emotional disability framework. Findings – Disability psychotherapy led to a reduction in emotional and behavioural problems, reduction in emotional disability and facilitated protective psychological growth. In total, 88 sessions resulted in cessation of problem behaviours when other approaches did not. Given this therapy is likely to be reserved for the most complex and severe of cases, this study suggests more sessions of psychotherapy are needed than inferred from previous studies of effectiveness (Beail et al., 2007). This is to promote a sense of self which facilitates psychological well-being. Research limitations/implications – Limitations of a single case study include generalisability, controlling other factors in real life settings and subjectivity from inclusion of analytical measures. Further studies and follow-up would determine longevity of benefits. Nevertheless disability psychotherapy can be effective and should be available in a culturally appropriate service to meet the diverse needs of people with intellectual disabilities. Originality/value – This case study adds to the limited body of evidence on effectiveness of psychotherapy for people with intellectual disabilities. It is novel to report formal outcomes from an emotional disability model (Frankish, 2013a) and the use of analytic and attachment outcome measures.
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Alsahlawi, Zahra, Mohamed Jailani, Husain Alaradi, and Abdulaziz AlAbbad. "A Case of DeSanto-Shinawi Syndrome in Bahrain with a Novel Mutation." Case Reports in Pediatrics 2020 (October 16, 2020): 1–6. http://dx.doi.org/10.1155/2020/8820966.

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DeSanto-Shinawi syndrome is a rare genetic condition caused by loss-of-function mutation in WAC. It is characterized by dysmorphic features, intellectual disability, and behavioral abnormalities. In this case report, we describe the clinical features and genotype of a patient with a novel mutation 1346C > A in WAC. This patient’s dysmorphic features include a prominent forehead, bulbous nasal tip, macroglossia, deep-set eyes, and malar hypoplasia. This patient also showed signs of intellectual disability and behavioral abnormalities such as night terrors. These findings are consistent with those described in earlier reports. Here, we report new findings of epilepsy and recurrent skin infections which had not been reported in prior studies.
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Rice, James Gordon, Helga Baldvins Bjargardóttir, and Hanna Björg Sigurjónsdóttir. "Child Protection, Disability and Obstetric Violence: Three Case Studies from Iceland." International Journal of Environmental Research and Public Health 18, no. 1 (December 28, 2020): 158. http://dx.doi.org/10.3390/ijerph18010158.

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This contribution is a collective re-analysis of three research projects in Iceland focused on parenting with a disability which draws upon data spanning a twenty-year period. The core purpose of these projects is to understand why parents with primarily intellectual disabilities encounter such difficulties with the child protection system. Our aim with this contribution is to identify, through a longitudinal and comparative framework, why these difficulties persist despite a changing disability rights environment. A case study methodology has been employed highlighting three cases, one from each research project, which focus narrowly on disabled parents’ struggles with the child protection system in the context of the maternity ward. The findings, framed in the concept of structural violence, indicate poor working practices on the part of healthcare and child protection, a lack of trust, and that context is still ignored in favour of disability as the explanatory framework for the perceived inadequacies of the parents. We contend that child protection authorities continue to remain out of step with developments in disability and human rights. The contribution concludes to make a case as to why the concept of obstetric violence is a useful framework for criticism and advocacy work in this area.
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Song, Kyeong-Jin, Juengeun Lee, and Ji-Young Son. "Case Studies and Interviews to Review Public Library Services for People with Intellectual Disability." Journal of the Korean Society for Library and Information Science 47, no. 1 (February 28, 2013): 197–219. http://dx.doi.org/10.4275/kslis.2013.47.1.197.

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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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Dissertations / Theses on the topic "Intellectual disability Victoria Case studies"

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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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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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Jervis, Sarah Jenny. "Exploring the experiences of the sibling of a child with an intellectual disability." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/21630.

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Thesis (MEdPsych)--Stellenbosch University, 2008.
ENGLISH ABSTRACT: This study is aimed at gaining insight into the experiences of siblings of an individual with an intellectual and physical disability. Attaining greater insight into their lived reality, their feelings and concerns could make it possible to provide appropriate support. The review of selected literature provides information on many aspects of the these siblings' experience. Although many studies are quantitative in their approach, the literature review provides relevant and useful findings and inferences which were used to support and substantiate findings. During this qualitative study, which is situated within an interpretive phenomenological paradigm, four participants between the ages of eight and sixteen years were interviewed using semi-structured interviews. This format of interview allowed participants to use their own words to express their personal experiences. The results showed that siblings have both positive and negative experiences when another sibling has an intellectual disability. Other common difficulties include embarrassment, guilt, and the experience of differential treatment. Positive experiences and competencies include love and acceptance, personal growth, maturity, pride in siblings accomplishments, and appreciation for one's sibling. Several experiences were congruent with those mentioned in the literature. The insights into the experiences this study provides has implications for the development and provision of sibling support programmes and interventions. At present, state group support programmes for siblings are not provided within the Western Cape area. The interventions and assistance that do exist seem to be provided by the private sector only. Support can prove very costly, which means that it is not accessible to many who require it. Sibling workshop groups could provide a valuable support alternative to a currently "unsupported" group, the siblings.
AFRIKAANSE OPSOMMING: Hierdie studie poog om insig te verkry in die ondervindings van die broers en susters van 'n kind met intellektuele en fisiese gestremdhede. Beter insig in die realiteit van hul leefwyse, hulle gevoelens en bekommernisse kan beter ondersteuning aan hulle moontlik te maak. Die ondersoek van geselekteerde literatuur voorsien inligting rakende vele aspekte van die ondervindings van hierdie kinders. Alhoewel baie van die studies kwantitatief in hul benadering is, het die bestaande literatuur tog relevante en bruikbare bydraes en gevolgtrekkings verskaf wat gebruik kon word om bevindings te bevestig en te staaf. Hierdie kwantitatiewe studie het plaasgevind in 'n verklarende fenomenologiese paradigma en vier semi-gestruktureerde onderhoude is gevoer met deelnemers tussen die ouderomme van 8 jaar en 16 jaar. Hierdie formaat van onderhoudvoering dra by dat deelnemers hulle gevoelens in hul eie woorde uitdruk. Die bevindings het gewys dat broers/susters beide positiewe en negatiewe ondervindings van kinders met 'n intellektuele gestremdheid het. Ander algemene probleme sluit in skaamte, skuldgevoelens en die gevoel van gedifferensieerde behandeling. Positiewe ondervindings en vaardighede van broers en susters sluit liefde en aanvaarding, persoonlike groei, volwassenheid, trots op die broers/suster se bekwaamheid en die waardering van so 'n broer/suster in. Verskeie van die ondervindings het ooreengestem met bevindings wat in die literatuur gevind is. Die insigte in hierdie ondervindings wat deur hierdie studie voorsien word het implikasies vir programme en intervensies wat ondersteuning aan hierdie kinders bied. Tans is daar nie sodanige staatsgefinansierde ondersteuningsprogramme in die Wes-Kaap area nie. Die intervensies en ondersteuning wat wel beskikbaar is word slegs in die privaatsektor aangebied. Ondersteuning kan baie duur wees, wat beteken dat dit vir baie kinders wat dit nodig het, ontoeganklik is. Ondersteuningsgroepwerkswinkels kan 'n waardevolle alternatief bied vir die "nieondersteunde" groep, die kinders.
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Gupta, Shelly. "Inclusion in Recreational Programs| A Case Study of Youth with Intellectual Disabilities Participating in Kids Included Together (KIT) Affiliated Programs." Thesis, California Institute of Integral Studies, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10810227.

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The purpose of this qualitative case study was to determine how to make out-of-school programs more inclusive of youth with intellectual disabilities (ID) by analyzing inclusive out-of-school programs affiliated with Kids Included Together (KIT). KIT is an organization that provides training and resources for meaningfully including children with and without disabilities into community-based, out-of-school programs. The study examined the perspective of current and former youth with and without ID, their parents, KIT-affiliated staff members, and KIT’s staff members via interviews. Observations of youth participating in recreational activities were completed. The sample consisted of 27 participants. Participants yielded 9 salient themes with multiple categories that emerged from the data. Each theme served as elements of inclusion toward meaningful inclusion of individuals with ID in out-of-school programs. Participants addressed key elements of inclusion required to create social change in out-of-school programs, educational settings, and community programs. The study also highlighted the barriers associated with inclusion and discussed specific strategies to address these challenges based on findings of this research. The knowledge gained from the study may have relevance for community-based programs that are interested in fostering a supportive and inclusive organizational culture. This study may raise awareness and training on how to support individuals with ID and it may provide opportunities to build resources and additional inclusive programs. The study provides practitioner recommendations on how youth with and without disabilities, their parents, staff members of out-of-school programs, school teachers, staff and administrators can implement inclusive practices in the community, out-of-school programs and educational settings.

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Coetzee, Jacobus (Ockert). "Caregiving experiences of South African mothers of adults with intellectual disability who display aggression: clinical case studies." Doctoral thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/23048.

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Background: Adults who have an intellectual disability (ID) often continue to live with their parents long after their siblings have left home. While an increasing body of research has described positive parental experiences, research has also found that parents of adults who have ID and behavioural difficulties are more vulnerable to develop parental stress and depression. Aggression is one of the most difficult forms of problem behaviours to manage and could have a negative impact on the parent-child relationship, the child's social inclusivity and the psychological well-being of parents. Method: A case-based psychotherapy design was used to explore maternal experiences among mothers of adults with ID and aggression who access a specialised mental health service in Cape Town. Psychotherapy was used with six participants to attempt to reduce parental stress and other negative psychological states. In an area of research that has received scant attention in South Africa, the study extensively describes the psychotherapy process and the role of contextual factors in the lives of the participating mothers. The study used a mixed methods design which included psychometric measurements that were conducted at various intervals of intervention. Thematic analysis was used in all the case studies and interviews were scheduled before and after completing psychotherapy. External credibility was enhanced through the use of different qualitative strategies that included peer supervision and reflexivity. Findings: Besides elevated parental stress, the majority of participants presented with symptoms of depression and other mental health problems that varied according to their individual profiles. Although parental stress showed a discernible relationship with the child's behavioural difficulties, other significant life stressors contributed to maternal stress and depressive symptoms. Psychotherapy produced only modest improvement of parental stress among some of the participants. However, therapeutic input appeared to be more effective in reducing depressive symptoms among the majority of mothers. Critical reflection and discussion are centred on the clinical implications and meaning of findings on a psychological level.
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Morrison, Lianna. "The high school experience of a learner with Down syndrome: a case study." Thesis, Stellenbosch : University of Stellenbosch, 2008. http://hdl.handle.net/10019.1/1705.

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Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2008.
The inclusion policy which is currently being implemented according to White Paper 6 (July 2001) has raised many questions and debates. In South Africa at the moment there is a focus on the implementation of inclusion policies in primary schools. Although many studies have been conducted on Down syndrome, there seems to have been little focus on the adolescent. Specifically their experiences in the high school context appear to have received little attention. This paper focused on the experiences of an adolescent with Down syndrome who has been mainstreamed into a high school. The experiences are discussed within identified indicators of quality of life namely; peer relationships, experiences of academic, general school and extra-mural activities. In addition the effects of Down syndrome on areas such as adolescence, inclusion strategies, behaviour and social skills are also investigated. The findings of this paper were that of adolescents with Down syndrome can be successfully mainstreamed if their individual needs are catered for. These needs include opportunities to spend time with learners with the same abilities as their own. Satisfaction was experienced by the participant and her parents regarding her academic placement and scholastic achievements. A factor that played a role in her successful placement was the supportive environment she was in. Although satisfaction was experienced with regards to the process of inclusion there were parental concerns regarding her future independence.
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Msipha, Zenzile. "A responsive curriculum adaptation for foundation phase learners with a mild intellectual disability in a disadvantaged village in Mpumalanga Province." Diss., 2013. http://hdl.handle.net/10500/13757.

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Many learners failed at school and were often causing over identification of learners with a mild intellectual disability. A national intervention, the Foundations for Learning was regarded as a national curriculum adaptation that addressed many learning needs. The aim of the study was to investigate the responsiveness of the Foundations for Learning in meeting the mathematics educational needs of Foundation Phase learners with a mild intellectual disability who lived in a disadvantaged village in Mpumalanga Province. A survey involving 39 teachers was conducted in the village and data was collected using a questionnaire. The main findings were that the national curriculum adaptation was significantly responsive and promoted mathematics achievement of some of the learners with a mild intellectual disability. The recommendations included that teacher informal identification of learners with a mild intellectual disability needed to be followed by formal assessment by psychologists and support from the District Based Support Team.
Inclusive Education
M. Ed. (Inclusive Education)
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Kempen, Maria Elizabeth. "Guidelines for an effective staff induction programme at a special school in Gauteng : a case study." Diss., 2010. http://hdl.handle.net/10500/3574.

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This case study explores the experiences of eight newly appointed teachers at a school for intellectually disabled learners. A qualitative phenomenological approach was employed to interpret interview data. The literature study investigates the phenomenon of staff turnover and includes key literature themes such as adult learning theories of Senge and Vygotski, the life cycle of a teacher, the special school context and problems and needs experienced by beginning teachers. The key findings of the research were that beginning special education teachers experienced various problems and needs but that, with well planned structured support, these problems could successfully be overcome. The researcher has developed a set of guidelines, which could be used in developing a staff induction programme, aimed at raising the effectiveness of newly appointed teachers at a school for intellectually disabled learners. This research once again emphasizes the need for a well planned, structured induction programme.
Further Teacher Education
M. Ed. (Education Management)
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Botha, Zelda. "Kurrikulumdifferensiasie in die vak Wiskunde Graad R vir leerders met erge intellektuele gestremdheid in inklusiewe Wes-Kaapse spesiale skole." Diss., 2013. http://hdl.handle.net/10500/10495.

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Text in Afrikaans
In hierdie studie het die navorser die probleem van kurrikulumdifferensiasie vir Wiskunde Graad R aangespreek, sodat leerders met erge intellektuele gestremdheid ook sukses in Wiskunde Graad R kan ervaar. Die primêre vraag wat aangespreek is, is hoe die vereiste begrippe en vaardighede van die Kurrikulum- en Assesseringsbeleidsverklaring (KABV), vir Wiskunde Graad R aangepas kan word vir leerders met erge intellektuele gestremdheid. Die belangrikheid van die studie lê in die verskil wat differensiasie kan maak aan 'n leerder se geleentheid om sukses te ervaar volgens sy vermoë. Die doel hiervan is om leerkragte wat leerders met erge intellektuele gestremdheid onderrig, te bemagtig. Dit word gedoen deur aanpassings en aktiwiteite voor te stel wat tot voordeel van hierdie leerders in hul onderrigprogram geïmplementeer kan word. Dit sal daartoe bydra dat hierdie leerders die vereistes wat in die kurrikulum gestel word, in ’n beperkte mate kan bereik. Die navorsing is onderneem vanuit 'n inklusiewe perspektief aan die hand van 'n literatuurstudie en kwalitatiewe navorsing (gevalle-studie) wat semi-gestruktureerde onderhoude ingesluit het. Die resultate toon dat differensiasie wel moontlik is en dat daar verskeie aanpassings en aktiwiteite is wat leerkragte kan gebruik om hierdie leerders die geleentheid te bied om sukses te kan ervaar.
In this study the researcher addressed the challenges of curriculum differentiation for Mathematics Grade R to ensure that learners with severe intellectual disability may experience success. The primary question addressed was the manner in which the concepts and skills requirements of the Curriculum and Assessment Policy Statement (CAPS), for Mathematics Grade R can be adjusted to suit the needs of learners with severe intellectual impairment. The importance of this study lies in the significant impact that differentiation can make in providing the opportunity for a learner to experience success according to his abilities. The purpose of this study was to empower teachers of learners with severe intellectual disability with the necessary knowledge, enabling them to successfully implement adaptations. This would allow the learners to achieve the requirements of the proposed curriculum, to a limited extent. Qualitative (case study) research was conducted from an inclusive perspective using a literature review and semi-structured interviews. The results showed that differentiation is possible and that there are several adaptations and activities that could be used by teachers to offer these learners the opportunity to experience success.
Inclusive Education
M. Ed. (Inklusiewe Onderwys)
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Books on the topic "Intellectual disability Victoria Case studies"

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

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Ombudsman, Victoria. Report on the investigation of the removal and placement of a client of intellectual disabilities services because of allegations made by facilitated communication. Melbourne, Vic: L.V. North, Govt. Print., 1994.

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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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Treffert, Darold A. Extraordinary people: Understanding "idiot savants". New York: Harper & Row, 1989.

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Treffert, Darold A. Extraordinary people: Understanding savant syndrome. Omahe, NE: Universe.com, 2000.

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Treffert, Darold A. Extraordinary people: Understanding "idiot savants". New York: Harper & Row, 1989.

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Extraordinary people: Understanding savant syndrome. Omahe, NE: Universe.com, 2000.

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Book chapters on the topic "Intellectual disability Victoria Case studies"

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Coleborne, Catharine. "Disability and Madness in Colonial Asylum Records in Australia and New Zealand." In The Oxford Handbook of Disability History, 281–92. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190234959.013.0017.

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Abstract Case records examined here are those of inmates in two public institutions for the insane in colonial Victoria, Australia, and in Auckland, New Zealand, between 1870 and 1910. In the international field of mental health studies and histories of psychiatry, intellectual disability has been the subject of detailed historical inquiry and forms part of the critical discussion about how institutions for the “insane” housed a range of inmates in the nineteenth century. Yet the archival records of mental hospitals have rarely been examined in any sustained way for their detail about the physically disabled or those whose records denote bodily difference. References to the physical manifestations of various forms of intellectual or emotional disability, as well as to bodily difference and “deformity,” were part of the culture of the colonial institution, which sought to categorize, label, and ascribe identities to institutional inmates.
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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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"Discussion Case Studies with Suggested Answers." In The Frith Prescribing Guidelines for People with Intellectual Disability, 225–40. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118897164.ch20.

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"Case Study Analysis of a Social Skills Service Delivery Model With Intellectually Disabled Students." In Advances in Early Childhood and K-12 Education, 324–52. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8069-0.ch011.

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This chapter focuses on students with intellectual disabilities (IDs). Social skills instruction is needed for any disability category, but more so with students that are diagnosed with intellectual disabilities. Thus, use of the social skills service delivery model with ID students is examined through two case studies, one in a middle school setting and another in a high school setting. This chapter concludes with a discussion about the causes and characteristics, the educational placement and instructional strategies, and the eligibility criteria for students with an intellectual disability. The chapter concludes with a discussion about future trends for intellectually disabled students and service providers.
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Lyon, Janet. "Literary Study, the Hermeneutics of Disability, and the Eudaimonic Turn." In Literary Studies and Human Flourishing, 143—C7.P85. Oxford University PressNew York, 2023. http://dx.doi.org/10.1093/oso/9780197637227.003.0008.

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Abstract Eudaimonia—a keyword in the field of positive psychology—is also a central concept for disability activists and scholars working in the field of disability studies, though for rather different reasons. For disabled people, the prospect of flourishing is both a desideratum and a corrective to centuries of disqualification, stigmatization, and abuse. Thus, the conditions of possibility for flourishing are dialectically bound up with critiques of ableism, eugenics, proscriptive ideologies of embodiment and mindedness, and economic systems that generate debility and disability in tandem. If humanities literary scholars—especially those working in disability studies—are to consider the eudaimonic focus on affirmation and self-improvement promoted by positive psychology, two questions must be asked. First, can the methods associated with the eudemonic turn fully accommodate critique? And second, can those methods refrain from conflating “well-being” with normative models of health and embodiment? Literary analysis offers an interesting test case for these questions. To that end, this chapter offers an introduction to disability poetics via three different readings of the role of intellectual disability in literary texts by William Carlos Williams, Susan Nussbaum, and Jesse Ball. The aim is twofold: first, to demonstrate the stakes involved when critique and affirmation are held in different degrees of balance around the hermeneutical forces of disability; second, to insert disability into the current literary debates around surface/deep reading and critique/postcritique.
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Saridaki, Maria, Dimitris Gouscos, and Michael G. Meimaris. "Digital Games-Based Learning for Students with Intellectual Disability." In Games-Based Learning Advancements for Multi-Sensory Human Computer Interfaces, 304–25. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-360-9.ch018.

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Students with Intellectual Disability (ID) are often described as “slow learners” and cannot easily integrate to the normal curriculum. Still, the needs of a person with ID for accomplishment, enjoyment and perception of high quality multimedia content are augmented. In general education settings digital games for learning seem to work successfully with students, regardless of their developmental state or academic achievements. However, can such an approach work in a suitable and effective way for students with ID? If the answer to this question is positive, under which conditions and limitations can digital games be integrated into the ID instructional process? The purpose of this chapter is to investigate the common grounds between methodologies for Special Education Needs/ Intellectual Disability (SEN/ID) pedagogy on the one hand and Digital Games-Based Learning (DGBL) on the other, as well as to explore the potential of using digital games for SEN/ID students. To this end, the usage of digital games in the learning experience of students with Intellectual Disability is discussed, the ways in which commercial and educational games support various SEN methodologies and theories regarding Intellectual Disability pedagogy are examined and findings from the education literature as well as experimental observations and case studies are presented in order to investigate how and to what extent learning-purposed as well as entertainment-purposed games are able to constitute a powerful educational medium for SEN education and its inclusive objectives.
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Naniwadekar, Kadambari. "Stress and Anxiety Among Parents of Children With Communication Disorders." In Advances in Psychology, Mental Health, and Behavioral Studies, 141–56. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4955-0.ch008.

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Parenting is a wonderful and rewarding experience, but in the case of parents of children with communication disorder, this experience is often accompanied with high levels of stress, due to difficulties, frustrations, and challenges that these parents face in everyday life. This chapter was carried out to find the status of stress in parents of children with communication disorder and also to find the levels of stress among mothers as well as fathers, and the level of support system available. The results revealed that most of the parents experience stress and anxiety in bringing up their child with communication disorder, although the stress being more in the mothers. Gender of the child also played a crucial role in determining the levels of stress. The results highlighted the fact that parents of children with autism spectrum disorder have a higher level of stress followed by parents of children with intellectual disability, multiple disability, and hearing impairment.
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Conference papers on the topic "Intellectual disability Victoria Case studies"

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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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