Relevant bibliographies by topics / Intellectual disability within

Academic literature on the topic 'Intellectual disability within'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Intellectual disability within"

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Kirby, Siobhan, and Josephine Hegarty. "Breast awareness within an intellectual disability setting." European Journal of Oncology Nursing 14, no. 4 (September 2010): 328–36. http://dx.doi.org/10.1016/j.ejon.2010.03.005.

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Leonard, Peter, Sean Shanahan, and John Hillery. "Recognising, assessing and managing offending behaviour in persons with intellectual disability." Irish Journal of Psychological Medicine 22, no. 3 (September 2005): 107–12. http://dx.doi.org/10.1017/s0790966700009137.

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AbstractThe association between intellectual disability and offending is complex. Recent evidence would suggest that the received wisdom of intellectually disabled persons being more prone to offending is either incorrect or only tells part of the story. Those within the ‘borderline’ intellectual disability range may be more prone to committing sexual and criminal damage offences but those with an IQ less than 50 rarely offend.The offender with intellectual disability shares characteristics with his counterpart from the general population. As with the general population as a whole, offending in this group is often unreported and its recognition is complicated by issues of competence. The lack of validated forensic assessment schedules for this population poses a further challenge. Some general approaches to assessment in this population are discussed. This case report illustrates the difficulties of assessing and managing offending behaviour in an individual with moderate intellectual disability. The challenge of treating offenders with an intellectual disability is immense and requires specialist expertise. Managing such cases in a generic setting is inappropriate and the need for a forensic learning disability service in Ireland is highlighted.
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Franklin, Michelle S., Susan G. Silva, Gary R. Maslow, Carolyn T. Halpern, Elizabeth I. Merwin, and Sharron L. Docherty. "Identifying Individuals With Intellectual Disability Within a Population Study." Nursing Research 69, no. 6 (September 23, 2020): 436–47. http://dx.doi.org/10.1097/nnr.0000000000000469.

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WOYNAROWSKA, AGNIESZKA. "Znaczenia niepełnosprawności intelektualnej w dyskursie internautów." Interdyscyplinarne Konteksty Pedagogiki Specjalnej, no. 22 (September 15, 2018): 259–87. http://dx.doi.org/10.14746/ikps.2018.22.15.

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Agnieszka Woynarowska, Znaczenia niepełnosprawności intelektualnej w dyskursie internautów [The meanings of intellectual disability within the internet discourse]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 22, Poznań 2018. Pp. 259-287. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.22.15 In the following article, the author presents an analysis of meanings projected onto intellectual disabilities by the internet users by referring to the cultural model of disability, the theory of social constructivism, as well as, to the post-structuralist discourse theories. In accordance with the cultural model of disability theory, the author perceives intellectual disability as generated by social practices, and as a “product” of discourse. A discourse perceived as a “system of statements” and as a practice that shapes the subjects which it speaks of. From this perspective, intellectual disability is perceived as a phenomenon created by its continuing interpretations. By applying the critical discourse analysis, the article presents an answer tok users? The presented means of comprehending and perceiving intellectual disability, its revealed meanings included in the internet discourse dthe question: how is intellectual disability defined and interpreted within the internet discourse, what meanings are projected onto intellectual disability by the networetermine the current assortment of practices regarding how society responds to otherness.
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Meltzer, Ariella, Rosemary Kayess, and Shona Bates. "Perspectives of people with intellectual disability about open, sheltered and social enterprise employment." Social Enterprise Journal 14, no. 2 (May 8, 2018): 225–44. http://dx.doi.org/10.1108/sej-06-2017-0034.

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Purpose People with intellectual disability have a low rate of employment in Australia and internationally. Their low employment rate is set within a context of limited employment choices. Further, the most common types of work currently undertaken by people with intellectual disability – open and sheltered employment – have limitations and may not be suitable for everyone. Expanding the employment choices available represents an important way forward, but evidence is needed to guide the expansion. This paper aims to contribute to the evidence required by comparing people with intellectual disability’s experience and outcomes in open and sheltered employment to their experience and outcomes working in social enterprises, which is becoming an important alternative employment option for this group. Design/methodology/approach The paper uses the qualitative accounts of 51 people with intellectual disability to compare experiences and outcomes in open, sheltered and social enterprise employment in Australia. Findings The paper finds that social enterprises combine some of the benefits of open and sheltered employment and thus expand employment choice. However, the level of business/market development and opportunities for employment in social enterprises are currently limited and require further development and scale to enable social enterprises to be an option for more people with intellectual disability. Policy implications are drawn out for expanding employment choice, in particular through social enterprise employment, for people with intellectual disability. Originality/value The paper offers the first three-way comparison of open, sheltered and social enterprise employment for people with intellectual disability, contributing to both the disability employment and social enterprise literature.
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Kavanagh, Ellen, Rachel Walton, and Peter Oakes. "The assessment of intellectual disability: ‘Looking at your assessments we think you have an intellectual disability’ – What does this mean?" FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities 15, no. 1 (April 2017): 14–16. http://dx.doi.org/10.53841/bpsfpid.2017.15.1.14.

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This article describes the development of an informative booklet designed to provide information and support to individuals recently assessed and told that they have an intellectual disability. The booklet uses the term ‘learning disability’ as this terminology is more widely used within the Rotherham, Doncaster and South Humberside NHS Foundation Trust. However, the text within this article tends to refer to ‘intellectual disability’ as this is consistent with the term used by the FPID Bulletin.
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Bramble, David. "Psychopharmacology in children with intellectual disability." Advances in Psychiatric Treatment 17, no. 1 (January 2011): 32–40. http://dx.doi.org/10.1192/apt.bp.108.005587.

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SummaryChildren and adolescents with intellectual disability have high rates of psychiatric morbidity, the most common presentation being behavioural difficulties, especially in the context of autism. This clinical review describes the applicability of the full range of current psychopharmacological agents to the mental health difficulties commonly encountered in clinical practice in this field, with an emphasis on informing the choice of an initial ‘best fit’ single agent for the various clusters of symptoms and signs presented by individual patients. It is emphasised that the evidence base for most practice parameters in this area is extremely modest and that a high level of caution is recommended when applying this information in everyday practice. The article also discusses some of the specific difficulties and challenges encountered within the field and makes some practical suggestions for good practice.
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Liao, Peiwen, Claire M. Vajdic, Simone Reppermund, Rachael C. Cvejic, Tim R. Watkins, Preeyaporn Srasuebkul, and Julian Trollor. "Readmission and emergency department presentation after hospitalisation for epilepsy in people with intellectual disability: A data linkage study." PLOS ONE 17, no. 8 (August 1, 2022): e0272439. http://dx.doi.org/10.1371/journal.pone.0272439.

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Background Despite the high prevalence of epilepsy and multiple barriers to care in people with intellectual disability, the risk of returning to hospital after an admission for epilepsy is largely unknown. In this study, we sought to quantify and compare readmission and emergency department (ED) presentations after hospitalisation for epilepsy in people with and without intellectual disability. Methods and findings Using linked administrative datasets, we conducted a retrospective cohort study of people aged 5–64 years with an acute hospitalisation for epilepsy from 2005–2014 in New South Wales, Australia. Acute readmission and ED presentation rates within 30, 90, and 365 days of the index hospitalisation were estimated and compared between people with and without intellectual disability using modified Poisson regression. Of 13537 individuals with an index hospitalisation, 712 children and 1862 adults had intellectual disability. Readmission and ED presentation after the index hospitalisation were common in people with intellectual disability. Within 30 days, 11% of children and 15.6% of adults had an all-cause readmission and 18% of children and 23.5% of adults had an ED presentation. Over 60% of both children and adults presented to an ED within a year. Neurological, respiratory, and infectious conditions were overrepresented reasons for readmission in people with intellectual disability. Age-adjusted relative risks (RRs) within each period showed a higher risk of readmission and ED presentation in children and adults with intellectual disability than without. Most RRs remained statistically significant after controlling for covariates. The largest adjusted RRs were observed for readmission for epilepsy (RR 1.70, 95% CI: 1.42 to 2.04) and non-epilepsy related conditions (RR 1.73, 95%: CI 1.43 to 2.10) in children. Study limitations include lack of clinical data. Conclusions Increased risk of returning to acute care after epilepsy hospitalisation suggests there is a need to improve epilepsy care for people with intellectual disability. We recommend research into strategies to improve management of both seizures and comorbidity.
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Feely, Michael. "IQ, Speciation and Sexuality: How Suspicions of Sexual Abuse are Produced within a Contemporary Intellectual Disability Service." Somatechnics 5, no. 2 (September 2015): 174–96. http://dx.doi.org/10.3366/soma.2015.0160.

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It is commonplace, in our historical moment, to assume the inherent characteristics of people we label intellectually disabled makes them vulnerable to sexual abuse or exploitation. Drawing on the findings of a qualitative research project regarding the treatment of sexuality within a service for adults with intellectual disabilities in the Republic of Ireland, I take a very different approach. I argue that, suspicions, fears, and allegations of sexual abuse and exploitation are best understood as produced in, and by, the material-semiotic assemblage that both service providers and service users inhabit. In the most reductive terms possible, I am going to suggest that suspicions and allegations of sexual exploitation are continually produced within the disability service because the two social species (‘normal people’ and ‘people with intellectual disabilities’) that inhabit this material territory, and share its spaces, understand intimate relationships with and amongst people with intellectual disabilities through very different discursive lenses.
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Cobzaru, Irina. "Intelligence and intellectual disability in children-research phases." Univers Pedagogic, no. 3(75) (October 2022): 74–79. http://dx.doi.org/10.52387/1811-5470.2022.3.14.

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The article reports on intelligence and intellectual disability, definitions and measurement tools are presented. A research was carried out in order to delimit two groups of preschoolers, with intellect either within the limit of typical development or within the limit of intellectual disability, by applying the Raven’s Colored Progressive Matrices test. The results were evaluated using the statistical method, and in the result the groups of children were structured according to the criterion of the level of intelligence development.
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Dissertations / Theses on the topic "Intellectual disability within"

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Robotham, D. J. "Participant opinions of randomised controlled trials within intellectual disability services." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/19809/.

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OBJECTIVE: This study examined participants’ opinions and beliefs about Randomised Controlled Trials (RCTs) in an intellectual disability context. BACKGROUND: RCTs in this field require co-operation from various stakeholders, including carers and professionals from a variety of disciplines. However, previous research indicates that local stakeholders may have negative views regarding RCTs in this population, and that it may be difficult for researchers to gain access to participants. This is compounded by the potential problems surrounding communication with a proportion of the service users. METHOD: The present study builds upon an RCT for a behaviour therapy intervention for people with intellectual disability, which was situated within community based services in one county of South East England. Fifty-one individuals were interviewed; 11 paid carers, 7 family carers, 6 adults with mild intellectual disability, and 27 professionals from health and social care services. The interviews elicited opinions, beliefs and decision-making processes relating to stakeholder experiences of the RCT. Data was analysed through coding emergent categories into a framework, which evolved throughout the analysis. RESULTS: The data revealed that opinions about RCTs were shaped by several concerns. The most important of these included the following; continued ability to access interventions, the ethical concerns surrounding randomisation, perceptions of limited financial resources, and problems involving communication and consent. DISCUSSION: RCTs are ubiquitous in clinical research, including psychiatry. However, they present difficulties for researchers and participants in the field of intellectual disability. Good communication with all stakeholders is essential to ensure the successful conduct of an RCT. This study provides information for academics and clinicians who plan to conduct future research and RCTs with people who have intellectual disability. The findings may be used in future to develop appropriate strategies to assist with recruitment for RCTs in intellectual disability, and to increase stakeholders’ acceptance of the procedure.
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Hamilton, Lisa A. "Within these walls: An ethnography of home at lake house." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/122226/2/__qut.edu.au_Documents_StaffHome_StaffGroupH%24_halla_Desktop_Lisa_Hamilton_Thesis.pdf.

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People with intellectual disability have much to say about home but their voices are not always heard amongst the noise of service provision. This thesis used collaborative ethnographic research methods to explore meanings of home at a group home called Lake House. At times, the group home was inflexible and rigid but the housemates demonstrated agency, subverting and resisting the institutional culture in their own ways. Creativity and tenacity in home-making was found. As housing and support models evolve, the experiences and expertise of people with intellectual disability must be paramount.
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Malik, A. "Beliefs and attitudes towards intellectual disability within the UK Pakistani community as perceived by key community members." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/1332788/.

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Part 1 is a literature review investigating South Asian parents' perceptions of their child's intellectual disability, its effects on family life and views on service use. Search strategies used to identify relevant literature are specified and the results are presented in three parts. Firstly, experiences of parents regarding the process of diagnosis and provision of support are discussed. Secondly, their perceptions of the causes, symptoms and prognosis of their child’s intellectual disability are presented. Lastly, the effects of having a child with an intellectual disability on parenting and family life are outlined. The findings are then summarised and implications considered. Part 2 is a qualitative study designed to address gaps identified in the literature review, focusing on the attitudes and beliefs of the Pakistani community in the UK regarding intellectual disabilities. The results highlight the importance of taking the views of this community in account in implementing current UK policy centred on choice, independence and social inclusion for people with intellectual disabilities within a multicultural society. The results are followed by a discussion of the findings, where the study’s strengths and limitations, implications for policy and service provision are also considered. Finally, a direction for future researchers is suggested. Part 3 is a critical appraisal detailing personal reflections and considering methodological issues which arose during the study.
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Smith, L. "Improving the assessment of Intellectual Disability (ID) within the UK Prison Service (who define ID using an IQ below 80)." Thesis, Nottingham Trent University, 2016. http://irep.ntu.ac.uk/id/eprint/28031/.

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The main topic of this thesis is the assessment of Intellectual Disabilities (ID) within the UK prison service. ID is characterised by deficits in intellectual ability, such as reasoning, problem solving and understanding new or complex information (impaired intelligence), deficits in adaptive functioning (AF), which reduce the individual’s ability to function independently within their social environment, and these deficits begin before adulthood (Diagnostic and Statistical Manual (DSM)-5, APA, 2013). It is important to note that the assessments at the centre of this thesis are based on the English prison system definition of ID; IQ below 80. This is in contrast to the internationally recognised and accepted definition of ID defined as an IQ less than 70 (although this criteria has been removed from the most recent DSM, the DSM-5 (APA, 2013)). The prison service definition of ID using an IQ of below 80 includes those with IQ in the borderline range for determining ID, for which the Becoming New Me (BNM) treatment programme is suitable for, in addition to those with an IQ less than 70. This thesis comprises three empirical studies that focussed on improving the current assessment of ID (as defined by the prison service as having an IQ less than 80) within the UK prison service. All of the studies employed quantitative methodologies and participants were recruited from a UK prison for sex offenders. The first study aimed to assess the psychometric properties of a new IQ screening measure, the OASys Screening Tool (OASys ST), which was developed by NOMS to replace the Wechsler Abbreviated Scale of Intelligence (WASI) as an IQ screening measure used to identify individuals with an Intelligence Quotient (IQ) indicative of ID as defined by the UK prison service (below 80). The sample comprised 80 adult male prisoners, whose OASys data was accessed and used to complete the OASys ST. The analysis includes a probabilistic model of the data which was developed to assess the effectiveness of the OASys ST, using IQ data (WASI and WAIS scores) and Treatment Programme (TP) data. A logistic regression was also conducted and, in order to inform item redundancy, pairwise correlations were calculated. The OASys ST was found to be an accurate predictor of whether an individual’s IQ is above or below the threshold of 80; using this cut-off it was possible to classify all the individuals who scored two or less on the OASys ST as above the IQ of 80 threshold and the probability of making a mistake with these classifications was at most 3%, this rose to 7% if the cut-off was three and 15% if the cut-off was four. These individuals could be placed straight onto the CORE sex offending treatment programme without any further IQ testing. As described within this thesis, historically IQ has been the sole criterion relied on for determining treatment suitability within the prison service (Sparrow et al., 2005). However, as shown in the DSM-5 (APA, 2013), an ID diagnosis requires an assessment of both IQ and AF. There is evidence of poor identification of offenders with ID, including sex offenders, by the Criminal Justice System (CJS) (Banes, 2002; HMIP, 2015) because there is no commonly used process for this identification (Beebee, 2009; HMIP, 2015), since current measures employed to measure AF in the community are inappropriate for use on incarcerated populations (Young, Boccaccini, Conroy, & Lawson, 2007). Previously, Sex Offenders with ID (SOIDs) have been at a disadvantage regarding treatment programmes and supports available, but they have recently been the focus of research and policies, resulting in the creation of the Becoming New Me (BNM) treatment programme which was designed specifically to meet the needs of SOIDs (defined by the prison service as having an IQ less than 80). The existing literature indicates that having a reliably sound AF measure suitable for use within prisons is important in ensuring prisoners are placed onto the most appropriate treatment programme and that adequate supports are implemented in line with the Disability Discrimination Act (DDA) (2005). As such, the aim of study two was to develop an adaptive functioning screening measure which will be used alongside measures of IQ to assess ID. The stages employed to develop the new measure are summarised briefly as follows: A conceptual framework of AF was developed via consulting the diagnostic criteria set out in the DSM-5 (APA, 2013) and by reviewing the current community measures of AF and the ID literature. A sample of 11 prisoner and 11 staff participants took part in interviews about daily life inside prison, the results of which were used to produce the items. Originally 115 items were developed and pre-tested by a sample of experts. Item response theory was utilised to reduce the item pool. Forty-six items were retained in the scale which produced 95% of the maximum certainty of the original 115 item scale. The scale produced was named the Adaptive Functioning Assessment Tool (AFAT). The AFAT is the first AF assessment tool that is appropriate to use within a prison environment that has been created following a systematic process of scale development, the stages of which are explained in more detail within this thesis. The final study aimed to assess the psychometric properties of the new AF measure, the AFAT, to see whether it is a valid and reliable measure of AF that could potentially be rolled out throughout the prison service. The results indicated that the AFAT is a reliable measure of AF; the Cronbach’s alphas for each of the subscales were all above the .7 level recommended by Nunnally (1978) and all four sub-scales correlated positively with one another, as well as with the full scale AFAT score. Although the reliability levels vary from item to item, an average inter-item correlation of .91 was obtained, with all the individual correlations exceeding the recommended limit of .3 (Cronbach & Meehl, 1955). The AFAT was also found to have a good level of validity; by using scores on the AFAT, an accurate prediction could be made on which treatment programme participants’ had been referred for (Chi Squared test residual deviance = 32.45, p < 0.001). As expected, there was a significant negative correlation between the AFAT and LD diagnosis (r = -.67, p < .01), and there were significant positive correlations between the AFAT and WASI scores (r = .62, p < .01) and ratings of overall AF (r = .65, p < .01). There was also a significant negative correlation between scores on the AFAT and OASys ST full scale scores (r = -.68, p < .01). Also, as predicted, there was no correlation between participants’ age and their score on the AFAT (r = .11, p > .05). The AFAT showed a high level of content validity; 40 out of the 46 items were rated as content valid by all experts resulting in an S-CVI of .87 and the S-CVI-Average was .96. In an attempt to interpret the test scores on the AFAT, two Latent Class Analyses (LCA) were conducted; one treating the responses as categorical and the other treating the responses as continuous variables. Both analyses revealed three distinct classes of individuals, as expected, reflecting high, medium and low AF groups. The second LCA analysis also revealed two minor classes. The interpretation of each class is described, including how these varying AF levels present themselves among the different classes, including how the different levels of AF are manifested across the four sub-scales constituting the AFAT. The thesis offers an insight into the effectiveness of the OASys ST and also highlights the value in having an AF measure which is important in assessing support needs (HMIP, 2015), determining the most effective treatment programme and informing treatment delivery in line with the Risk Need Responsivity principles (Andrews & Bonta, 2010). The studies offer an original contribution to the knowledge regarding the assessment of prisoners defined by the prison service as having ID (IQ below 80), since the OASys ST is a new tool, that before this research had yet to receive an evaluation of the psychometric properties other than during the development of the tool itself. The AFAT is the first AF measure that is suitable to be used within a prison setting, which has been developed systematically and been subjected to reliability and validity testing. Both tools have direct implications for the prison service, if adopted by the prison service they are quicker than the current available tools and can be used by non-psychology and non-psychometric trained staff and have both been shown to produce results that can be relied upon. However, because the sample consisted of sex offenders only, and was conducted in a single UK prison, further research and testing is recommended.
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Bleazard, Adele Venitia. "Sexuality and intellectual disability: Perspectives of young women with intellectual disability." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4006.

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Thesis (PhD (Educational Psychology))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: This study focuses on the intersection of disability and gender: being intellectually disabled and being a young woman. It specifically, explores the lives of intellectually disabled young women and sexuality. This study attempts to explore the contributions that intellectually disabled young women can make to the understanding of the sexuality needs and concerns of young women with intellectual disability. It is an attempt to make public their needs and concerns regarding sexuality issues as they have been recognised to be the ultimate lost voices in disability research, and have historically been excluded in the production of sexuality knowledge. A mixed method approach is used, where the data for the research was produced during interviews with 21 participants between the ages of 18 and 23. A focus group discussion was also held. All the women were either current learners or past learners at a school for “mentally handicapped learners”. Ten mothers were interviewed with regard to their views on sexuality and their intellectually disabled daughters. A questionnaire was given to 12 teachers to complete as well. Involving mothers and teachers is an attempt to establish the dominant views of the significant persons and professionals in the lives of these young women, including those who are directly and indirectly responsible for their sexuality education. In interviews and the focus group, study participants discussed the various social messages they receive, as intellectually disabled persons, with regard to domains of sexuality: friendship, dating, and marriage. The participants gave insight into the levels of their knowledge with regards to sex and sexuality education, menstruation, contraception, pregnancy and childbirth, and sexually transmitted infections. The young women shared their predominantly negative experiences of being stereotyped, with some participants expressing their resentment. Their low levels of social, biological, and physiological sexuality knowledge make appropriate sexuality education a priority. The study concludes with recommendations regarding the type of sexuality education the young women propose and suggested responses for special schools.
AFRIKAANSE OPSOMMING: Hierdie studie focus op die kruispad van gestremdheid en geslag: om intellektueel gestremd en om ‘n jong vrou te wees. Dit ondersoek spesifiek die lewens van intellektuele gestremde jong vroue en seksualitiet. Hierdie studie poog om die bydraes te verken wat intellektueel gestremde jong vrouens kan maak om die seksualiteitsbehoeftes en bekommernisse van jong vrouens met intellektuele gestremdheid te verstaan. Dit is ‘n poging om hulle behoeftes en bekommernisse oor seksualitiet hoorbaar te maak omdat dit as die opperste verlore stem in navorsing oor gestremdheid uitgewys is, en hulle histrories van die generering van kennis oor seksualitiet uitgesluit is. Die benadering is ‘n gemengde metode waartydens data vir die navorsing gedurende onderhoude met 21 deelnemers tussen die ouderdomme van 18 en 23 jaar gegenereer is. ‘n Fokusgreopbespreking is ook gehou. Al die vroue is òf huidige òf vorige leerders van ‘n skool vir “versatndelike gestremde leerders”. Onderhode is met tien moeders gevoer ten opsigste van hulle beskouings oor seksualitiet en hulle verstandelik gestremde dogters. ‘n Vraelys is ook vir 12 onderwysers gegee om te voltooi. Die moeders en onderwysers is betrek in ‘n poging om die heersende beskouings van die betekenisvolle persone en professionele mense in die lewens van hierdie jong vrouens te bepaal, insluitend diegene vat direk en indirek vir hulle seksualiteitsopvoeding verantwoordelik is. Tydens die onderhoude en fokusgroepbespreking het die deelnemers aan die studie die onderskeie social boodskappe wat hulle as verstandelik gestremde persone kry, bespreek met verwysing na die domeine van seksualitiet: vriendskap, uitgaan en die huwelik. Die deelnemers het lig gewerp op hulle vlakke van kennis oor seks en seksualiteitsonderrig, mesntuasie, voorbehoeding, swangerskap en kindergeboorte, en seksueel oordraagbare infeksies. Die jong vroue het hul oorwegend negatiewe ervarings van stereotipering gedeel, en sommige deelnemers het hulle afkeer uitgespreek. Hulle lae vlakke van sosiale, biologiese en fisiologiese kennis van seksualiteit maak toepaslike seksualiteitsvoorligting ‘n prioriteit. Die studie sluit af met aanbevelings oor die tipe seksualiteitsopvoeding wat die jong vroue voorstel en stel wyses voor waarop spesiale skole kan reageer.
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Wiseman, Roxanne Elizabeth. "Mapping the language of intellectual disability." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/MQ55548.pdf.

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Frawley, Patsie. "Participation in government disability advisory bodies in Australia : an intellectual disability perspective /." Access full text, 2008. http://www.lib.latrobe.edu.au/thesis/public/adt-LTU20090122.114029/index.html.

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Thesis (Ph.D.) -- La Trobe University, 2008.
Research. "A thesis submitted in total fulfilment of the requirements for the degree of Doctor of Philosophy [to the] School of Social Work and Social Policy, Faculty of Health Sciences, La Trobe University, Bundoora". Includes bibliographical references (leaves 302-318)
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Mims, Pamela J., and Bree A. Jimenez. "Teaching Students with Moderate and Severe Intellectual Disability." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/319.

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A Survival Guide for New Special Educators provides relevant, practical information for new special education teachers across a broad range of topic areas. Drawing on the latest research on special educator effectiveness and retention, this comprehensive, go-to resource addresses the most pressing needs of novice instructors, resource teachers, and inclusion specialists. Offers research-based, classroom-tested strategies for working with a variety of special needs students Covers everything from preparing for the new school year to behavior management, customizing curriculum, creating effective IEPs, and more Billingsley and Brownell are noted experts in special educator training and support This highly practical book is filled with checklists, forms, and tools that special educators can use every day to help ensure that all special needs students get the rich, rewarding education they deserve.
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Turnbull, David John. "Towards a collaborative ethic in intellectual disability services." Thesis, Queensland University of Technology, 1998.

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This thesis examines collaboratively impoverished frameworks currently existing in services, and then presents a framework within which it is possible to work towards an ethically informed, collaborative engagement between people who have as a common interest, a person with an intellectual disability. The thesis explores three themes that are of great significance to both service providers and other participants in their relation to people with intellectual disability - those of personal identity, advocacy and self-advocacy. The relative impotence of service providers in being able to deal with structural problems concerning these themes, in the absence of a genuinely collaborative endeavor which is driven from an adequately resourced and motivated community base, is demonstrated. Critiques of services offered from philosophical positions are considered. Service models and philosophies adopted as a response to these critiques demonstrate, in their application, the difficulties that services have in operationalizing a pro-active ethical agenda. In considering these philosophies, the power and the role of services in constructing and maintaining devaluing and oppressive meanings associated with the phrase '0person with an intellectual disability' itself, is emphasised. Various ethical discourses are examined and it is shown that these, when undertaken within frameworks of understanding which take the autonomous, rational individual as the subject of the discourse, fail to offer sufficient guidance in the pursuit of the wellbeing of, and respect for, people with intellectual disability. This poses a central issue that any collaborative engagement between stakeholders needs to decide - the status as persons of people with intellectual disability. The issue of ambivalence towards this status, which services seem to perpetuate, poses the central practical question: how is it possible to decisively resolve this ambivalence in favour of the full personhood and humanity of those who are labeled as having intellectual disability? A current service philosophy, Social role Valorisation (SRV), is discussed in considerable detail, to demonstrate the need for this philosophy to be situated in an explicitly ethical framework, in which personhood is acknowledged in all its strangeness, difference and relational diversity, if it is to be utilised collaboratively. The explicit socially normative under-pinning of SRV is shown to reinforce the 'non-person' status of those who fail to meet these normative criteria for acceptance. Thus SRV may on occasions be instrumentally directed to harmful outcomes. The intent of SRV is to protect the life of devalued people, as persons, so there is a need for a more explicitly ethical formulation. The contention of the thesis is that the nature of 'what is valued' with and for people with intellectual disability may only be determined collaboratively, in the context of relationships which give recognition to their intrinsic value as persons, not by reference to some abstract set of social norms. What this intrinsic value is however, can not be according to the attributes selected by some philosophers - autonomy and rationality - as being the essential defining characteristics of persons. Rather, intrinsic value must be a relational concept, derived from those who have a relationship with those with intellectual disability, directed to their respect and wellbeing. for a person with an intellectual disability, to be in relationship with people of such favourable dispositions is of vital importance. Yet it is also important that such people are afforded the recognition, from those less intimately involved, but who exercise power in the situation, that these relationships are the basis for defining social space and place for people who do not fit easily into the system. To be a person with intellectual disability therefore is dependent on the right to be in relationships of interdependency with others, and not be excluded socially as 'defective' because one is not autonomous. The nature of this interdependency, this anti-individualism, as a valid expression of humanity can only be supported through a collaborative engagement.
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Snyder, Sarah, Victoria Knight, and Pamela J. Mims. "Teaching Students with Intellectual Disability to Read Text." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/183.

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This session will provide a text comprehension research overview for students with intellectual disability (ID). The presenters will review the instructional strategies and text supports (accommodations) that have been used to improve student text comprehension, with emphasis on strategies that teachers can immediately implement, and discuss opportunities for future research. Learner Outcomes: • Participants will gain knowledge of the text comprehension research base, as well as explore practical issues related to researching text comprehension. • Participants will learn about the instructional strategies and supports that have been used to improve student text comprehension and how to implement these in their classrooms. • Participants will describe recommendations for implementing research-based instruction and supports into their practice.
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Books on the topic "Intellectual disability within"

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American Association on Intellectual and Developmental Disabilities. User's guide: Intellectual disability. Washington, DC: American Association on Intellectual and Developmental Disabilities, 2011.

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Anne, Rauch, ed. Sexuality and people with intellectual disability. 2nd ed. Baltimore, MD: P.H. Brookes Pub. Co., 1993.

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Fegan, Lydia. Sexuality and people with intellectual disability. 2nd ed. Sydney, [NSW]: Maclennan + Petty, 1993.

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Office, Victoria Audit. Services for people with an intellectual disability. [Melbourne]: Govt. Printer, 2000.

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Psychiatry of intellectual disability: A practical manual. Oxford: Wiley-Blackwell, 2012.

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The faces of intellectual disability: Philosophical reflections. Bloomington: Indiana University Press, 2010.

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The Oxford handbook of intellectual disability and development. 2nd ed. New York: Oxford University Press, 2011.

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P, Jones Robert S., and Eayrs Caroline 1953-, eds. Challenging behaviour and intellectual disability: A psychological perspective. Clevedon, Avon, England: BILD Publlications, 1993.

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Harris, James C. Intellectual disability: A guide for families and professionals. Oxford: Oxford University Press, 2010.

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Education of students with an intellectual disability: Research and practice. Charlotte, NC: Information Age Pub., 2009.

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Book chapters on the topic "Intellectual disability within"

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Embregts, Petri. "Experiences of People with an Intellectual Disability, Their Relatives, and Support Staff with COVID-19: The Value of Vital Supportive Relationships." In The New Common, 59–65. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65355-2_9.

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AbstractThe major impact of the COVID-19 pandemic and subsequent measures on the lives of people with an intellectual disability, their relatives, care professionals in general, and supportive networks in particular is beyond doubt. Due to their cognitive impairment, people with an intellectual disability rely on relatives and care professionals for lifelong and life-wide care and support. Various COVID-19 measures had profound implications for collaborations within these necessary supportive relationships, such as prohibitions in receiving visiting relatives and the closure of work and day-care activities of people with an intellectual disability. However, the current crisis boosts creativity with respect to the development and valorization of knowledge towards a new common, in which vulnerable people, such as persons with an intellectual disability, will be empowered in such way they attain full societal participation.
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Stores, Gregory. "Intellectual Disability." In Sleep in Children with Neurodevelopmental Disabilities, 263–71. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98414-8_23.

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Cotts, Kamala Gullapalli. "Intellectual Disability." In Care of Adults with Chronic Childhood Conditions, 203–20. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-43827-6_13.

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Peters-Scheffer, Nienke, Robert Didden, and Russell Lang. "Intellectual Disability." In Comorbid Conditions Among Children with Autism Spectrum Disorders, 283–300. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-19183-6_12.

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Branford, David, and Sabyasachi Bhaumik. "Intellectual Disability." In The Frith Prescribing Guidelines for People with Intellectual Disability, 1–10. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118897164.ch1.

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Gargiulo, Richard M., and Emily C. Bouck. "Understanding Intellectual Disability." In Instructional Strategies for Students With Mild, Moderate, and Severe Intellectual Disability, 3–28. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc., 2018. http://dx.doi.org/10.4135/9781506369785.n5.

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Johanning-Gray, Katie, Pankhuree Vandana, Jacqueline Wynn, and Jane Hamel-Lambert. "Preventing Suicide in Youth with Intellectual and Neurodevelopmental Disorders: Lessons Learned and Policy Recommendations." In SpringerBriefs in Psychology, 125–32. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06127-1_14.

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AbstractPreventing suicide in youth with autism spectrum disorder (ASD) and other intellectual and neurodevelopmental disorders (INDs) is a critical issue. In the USA, the overall number of individuals living with ASD and other developmental disabilities has been increasing in prevalence; in 2014 the prevalence of children ever diagnosed with any developmental disability was 5.76%, and this increased to 6.99% by 2016 (Zablotsky et al., 2017). Concurrent with the rise in IND prevalence is a troubling rise in the rates of suicide, with suicide now being the second leading cause of death among those between the ages of 10 and 24 in the USA (CDC, 2020). Due to gaps in our existing knowledge including a lack of validated assessment tools and suicide-specific treatments for these youth, researchers and clinicians alike grapple with how to prevent suicide in individuals with INDs. This chapter explores the evidence regarding the prevalence of suicidal ideation and behavior in this population and discusses lessons learned during the implementation of suicide prevention policies within programs serving patients with INDs at a large pediatric hospital setting.
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Shankar, Rohit, Lance Watkins, and Stephen Brown. "Intellectual Disability and Epilepsy." In Physical Health of Adults with Intellectual and Developmental Disabilities, 187–202. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90083-4_10.

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Bertelli, Marco O. "ASD and Intellectual Disability." In Psychopathology in Adolescents and Adults with Autism Spectrum Disorders, 111–30. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26276-1_8.

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Westwood, Peter. "Students with intellectual disability." In Commonsense Methods for Children with Special Needs and Disabilities, 12–21. 8th edition. | Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003109778-2.

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Conference papers on the topic "Intellectual disability within"

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Králíková, Jitka, and Hana Válková. "Trends in BMI by Age Periods of Pupils with Intellectual Disability." In 12th International Conference on Kinanthropology. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-52.

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Childhood obesity is becoming increasingly important in children because it occurs in earlier age periods. Children with intellectual disabilities belong to a high-risk group in the area of obesity. Their disability limits them in everyday life both in the possibilities of participation in physical activities and in the field of lifestyle. Currently, there is not real data in BMI age trends for children with intellectual disabilities. The aim of the research is to find out the trends of BMI in children with mild and moderate intellectual disability in different age periods and to find out whether summer holidays have an effect in BMI trend in some age periods. The methods used were quantitative and comparative research. BMI indicators were mea-sured using an In-Body machine. T-test was used to identify statistically significant differ-ences between periods. Trends were measured in children aged 6–20 years (the number of participants in each measurement: n = 49, n = 55, n = 56, n = 55) in over two years in the region Zlín in the Czech Republic. Trends are evaluated using box charts. The conclusion is that the trend of BMI of school-age pupils is positively accelerating, summer holidays have no affect BMI values. The BMI trend in pubescence pupils is fluctuating with a decrease in BMI values during the summer holidays. The BMI trend in adolescence pupils is convex, summer holidays have no effect on BMI values. BMI trends of all ages are within the normal weight. Astatistically significant difference in BMI is only for pupils of school age between September 2017 and June 2018. It is beneficial finding for practice that children with intellectual disability in the Czech Republic have much better results in BMI indicators and trends than children with intellectual disability in abroad.
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Wolniak, Radoslaw. "THE PERCEPTION OF ARCHITECTURAL BARRIERS IN SOSNOWIEC MUNICIPIAL OFFICE FROM DISABLE PERSON POINT OF VIEW." In GEOLINKS International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/geolinks2020/b2/v2/37.

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The paper concentrate on problems connected with problems of peoples with disability. The main aims of the paper is to measure the level of quality of service in the case of architectural barriers in municipal offices by peoples in disability. We made following hypothesis: the types of disability significantly affects the perception of quality of services in municipal office regarding architectural barrier. The problem of satisfaction of people with disability in the case of architectural barriers in municipal office in Sosnowiec was analyzed from type of disability point of view. We distinguished five main types of disability in the paper: sensory impairment – a lack, damage or disorder of sensory analysers’ function (this category includes the blind, the visually impaired, the deaf, hard of hearing persons and people with visual and auditory perception disorders); intellectual impairment – mental retardation; social functioning impairment – disorders of neural and emotional balance; communication impairment – hindered verbal contact (speech impediments, autism, stammering); motor impairment – people with motor organ dysfunction. On the basis of that are discussed in this publication the research, we can conclude that the overall assessment of architectural barriers for people with disabilities is as in the case of the Municipal Office in Sosnowiec at an average level. The problems focus mainly on matters of specialized service selected groups of customers with disabilities who require further elaboration. Another type of problem is to issue a limited number of parking spaces for the disabled, but for objective reasons, it will be difficult to solve. Also we can say that the assessment of the architectural barriers by peoples with various types of disability vary significantly. The architectural barriers are the problem especially for people with motor disabilities – those persons are going to municipal office often and because of type of their disability barriers within the office and near the office is the big problem for them. The results are supporting the hypothesis that the type of disability affects perception of architectural barriers by peoples with disabilities.
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Owen, Katie, Augustilia Rodrigues, and Cath Fraser. "Exploring the Impact of Promoting Mental Health, Addiction, and Intellectual Disability Nursing as a Career to Undergraduate Nurses in Their Last Year of Study." In 2021 ITP Research Symposium. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2205008.

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Specialist nursing practice in mental health, addiction and intellectual disability (MHAID) comprises a growing sector of public health demand, and yet this field is one of the least popular career pathways for student nurses (Happell et al., 2019a; Owen, 2021). International studies and personal observations by members of the research team as nurse educators suggest two key factors at play. First, student willingness to work in MHAID specialist roles is impacted by entrenched stigma and discrimination against people who experience mental distress, addictions and intellectual disabilities. Second, students have voiced their perceptions of specialist mental-health nursing as less important than general nursing. Working in MHAID is commonly seen as carrying little prestige, variety, challenge or opportunity for skill development; worse, such findings from surveys of final-year student nurses’ employment preferences have remained relatively unchanged over the last 20 years, at least (Wilkinson et al., 2016). With employers desperate for specialist MHAID staff, and education providers charged with meeting industry needs, how can nursing programmes begin to combat this bias and bring about attitudinal change? This paper describes a pilot initiative with Year 3 undergraduate student nurses in one Te Pūkenga subsidiary, which we believe shows considerable promise for a wider roll-out across the tertiary healthcare-education sector. A hui supported by Whitireia’s Community of Practice for Mental Health and Addiction within the School of Health and Social Services allowed students to interact with multiple industry stakeholders: District Health Board (DHB) partners; graduates working in the mental health and addictions sector, experts by experience; and the postgraduate New Entry to Specialist Practice in Mental Health teaching team. A subsequent survey evaluation confirmed the positive impact of the initiative regarding altering negative stereotypes of nursing roles within MHAIDs and increasing the number of students who may consider specialising in these areas, post-graduation.
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Yeletskaya, Olga V., and Victoria V. Dubra. "Features of monologue speech in preschoolers with intellectual disability." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-59-64.

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The article presents the results of an experimental study of the monologic speech of older preschoolers with intellectual disability of cerebral-organic genesis. The structure of the methodology for studying the monologic speech of older preschoolers with intellectual disability is presented and theoretically substantiated. The revealed features of monologue speech in children of this category are analyzed in the course of the research
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Aulbert, Jann, and Oliver Kaschke. "Hearing impairment in adults with intellectual disability." In Abstract- und Posterband – 91. Jahresversammlung der Deutschen Gesellschaft für HNO-Heilkunde, Kopf- und Hals-Chirurgie e.V., Bonn – Welche Qualität macht den Unterschied. © Georg Thieme Verlag KG, 2020. http://dx.doi.org/10.1055/s-0040-1711218.

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Dimitriadou, Ioanna, Elisavet Pavlidou, and Lefkothea Kartasidou. "INDEPENDENT LIVING AND INTERPERSONAL RELATIONSHIPS OF INDIVIDUALS WITH INTELLECTUAL DISABILITY: THE PERSPECTIVE OF INDIVIDUALS WITH INTELLECTUAL DISABILITY IN GREECE." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0424.

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Howlett, Robin, Laurianne Sitbon, Maria Hoogstrate, and Saminda Sundeepa Balasuriya. "Accessible Citizen Science, by people with intellectual disability." In ASSETS '21: The 23rd International ACM SIGACCESS Conference on Computers and Accessibility. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3441852.3476558.

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Yutikasari, Dovi Uun, and Nur Azizah. "Safety Skills of Students with Mild Intellectual Disability." In Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsie-18.2019.13.

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Sitbon, Laurianne, and Shanjana Farhin. "Co-designing interactive applications with adults with intellectual disability." In OzCHI '17: 29th Australian Conference on Human-Computer Interaction. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3152771.3156163.

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Dewi Yustika Tri, Yustika, Nurliana Apsari Nurliana Cipta, Budhi Wibhawa Budhi, and Sahadi Humaedi Sahadi. "Activity daily living (ADL) of young people with intellectual disabilities." In International Conference on Diversity and Disability Inclusion in Muslim Societies (ICDDIMS 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icddims-17.2018.9.

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Reports on the topic "Intellectual disability within"

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Jacinto, Miguel, Anabela Vitorino, Diogo Palmeira, Raul Antunes, Rui Matos, José Pedro Ferreira, and Teresa Bento. Perceived barriers of physical activity participation in institutionalized individuals with Intellectual Disability – a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, October 2021. http://dx.doi.org/10.37766/inplasy2021.10.0092.

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Jacinto, Miguel, Anabela Pereira dos Santos de Vitorino, Rui Matos, Diogo Mendes, and Teresa Bento. Effects of a physical exercise program on the quality of life in individuals with intellectual disability: systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2021. http://dx.doi.org/10.37766/inplasy2021.11.0025.

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Review question / Objective: The objective of the present study is, through the methodology of systematic review, to identify the benefits in QoL, starting from a PE program in individuals with ID and relate them to the model of Schalock et al. (2002). Condition being studied: In individuals with ID, characterized by a deficit of intellectual and adaptive functioning in the conceptual, social and practical domains, identified with mild, moderate, severe and profound degrees and develops before 18 or 22 years old (American Psychiatric Association, 2013; Schalock et al., 2010; 2021), measuring QoL allows: i) to understand their degree of satisfaction; ii) understand personal perceptions; iii) support decision-making; iv) evaluate the intervention; v) evaluate theoretical models. This measurement allows us to direct the individual to the life he likes and values (Schalock & Verdugo, 2002). Thus, the objective of the present study is, through the methodology of systematic review, to identify the benefits in QoL, starting from a PE program in individuals with ID and relate them to the model of Schalock et al. (2002).
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Intellectual Disabilities. ACAMH, May 2018. http://dx.doi.org/10.13056/acamh.4932.

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Many terms have been used to describe an intellectual disability (ID) or medical conditions linked to an ID. Some terms that were originally designed to describe levels of intellectual disability or specific medical conditions, have unfortunately become part of common derogatory language used within society and so have become insults.
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