Relevant bibliographies by topics / Intellectually disabled

Academic literature on the topic 'Intellectually disabled'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Intellectually disabled"

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Russell, Paul Swamidhas Sudhakar, Jacob Kochukaleekal John, and Jeyaseelan L. Lakshmanan. "Family intervention for intellectually disabled children." British Journal of Psychiatry 174, no. 3 (March 1999): 254–58. http://dx.doi.org/10.1192/bjp.174.3.254.

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BackgroundResources to address the needs of parents of intellectually disabled children in developing countries are limited.AimsThe efficacy of interactive group psychoeducation on measures of parental attitude towards intellectual disability was assessed in southern India.MethodFifty-seven parents randomised to 10 weeks of experimental and control therapy were assessed using the Parental Attitude Scale towards the Management of Intellectual Disability. The pre- and post-intervention measurements were done by a single-blinded rater and compared.ResultsThe intervention group had a statistically significant increase in the outcome scores and clinical improvement in the total parental attitude score, orientation towards child-rearing, knowledge towards intellectual disability and attitude towards management of intellectual disability, but no change in attitude towards the intellectual disability subscale.ConclusionsInteractive group psychoeducation is effective for changing the attitude of parents with intellectually disabled children, and is a viable option to be developed in situations where resources are limited.
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Rhoda, L. Ross-Williams. "The Impact of Covid 19 Quarantine on the Intellectually Disabled." Journal of Clinical Cases & Reports 3, S4 (December 31, 2020): 9–11. http://dx.doi.org/10.46619/joccr.2020.3.s4-1003.

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The COVID-19 quarantine is creating a threat to the intellectually disabled community. There is a need for community outings to sustain the psychological wellbeing of the intellectually disabled. This is why their caregivers include community outings in their care. However, during the COVID-19 quarantine this is suddenly missing in their lives. Therefore, this is causing an increase in psychosis for the intellectually disabled. Mental health professionals must proceed with caution when providing medication to ensure the holistic wellbeing of the patients is met.
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PORCZYŃSKA-CISZEWSKA, ANNA. "Intellectual Disability and Experiencing Happiness." Interdyscyplinarne Konteksty Pedagogiki Specjalnej, no. 24 (March 15, 2019): 51–66. http://dx.doi.org/10.14746/ikps.2019.24.03.

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Anna Porczyńska-Ciszewska, Intellectual Disability and Experiencing Happiness. Interdisciplinary Contexts of Special Pedagogy, no. 24, Poznań 2019.Pp. 51-66. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.24.03 Although it may be challenging to unambiguously recognize and define it, the notion of experiencing happiness, a constituent of psychological well-being, is undoubtedly one of the key traits featuring every person, whether intellectually fit or disabled. The feeling of happiness plays a significant role when coping with various types of situations including also the circumstances faced by an intellectually disabled person. Due to the diversity and multeity of the dimensions where it occurs, the experience of happiness can be subject of analyses from various stances, including the viewpoint of an intellectually disabled person. It seems that the disabled individual’s ability to deal with difficulties, which also influences efficiency of the rehabilitation process, is actually determined by the feelings of happiness, content and optimism, all of which remain in a relation with one’s personality, life situation,and conditions in which they live. The article draws attention to the subject of experiencing happiness by and psychological well-being of intellectually disabled people. It emphasizes the possibility of both theoretical and practical applications of assumptions of positive psychology as a requisite condition for the optimization of functioning of intellectually disabled people. Beyond any doubt, due care for the intellectually disabled people’s experience of happiness and psychological wellbeing is one of the most crucial requirements of their rehabilitation process as “positive states of mind (…) provide the power to struggle with adversities of life”
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Islam, Saad, and Saba Islam. "Dealing with Intellectually Disabled Children." Northern International Medical College Journal 7, no. 1 (November 16, 2015): 91–93. http://dx.doi.org/10.3329/nimcj.v7i1.25700.

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Ow, Rosaleen. "Families with Intellectually Disabled Children." Asia Pacific Journal of Social Work and Development 4, no. 1 (January 1994): 46–61. http://dx.doi.org/10.1080/21650993.1994.9755660.

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Servais, L., R. Leach, D. Jacques, and J. P. Roussaux. "Sterilisation of intellectually disabled women." European Psychiatry 19, no. 7 (November 2004): 428–32. http://dx.doi.org/10.1016/j.eurpsy.2004.04.008.

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AbstractObjectiveTo point out the proportion of intellectually disabled women (IDW) who are sterilised, and the medical and social factors associated with an increased probability to be sterilised.Study designA population-based study among 97% of IDW aged 18–46, attending government-accredited institutions in the region of Brussels-Capital and the province of Walloon Brabant (Belgium).ResultsAmong the IDW included in this study, 22.2% are sterilised, which is superior to the 7% in the general Belgian population. Factors associated with an increased probability to be sterilised are: living in an institution, having a higher intellectual quotient (IQ), being enrolled in an institution where sexual intercourse is authorised and attending an institution where contraception is required. The last three factors are significant only among women living in institutions and the last two, only in women with severe disability. Among IDW using contraception, no factor was associated with a greater probability to be sterilised.ConclusionThe prevalence of sterilisation among IDW is three times higher than that in the Belgian population and it is mainly correlated with factors related to the institution where these women live, especially the severely disabled.
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Shanmugam, Muthukali, Vetrivel Shivakumar, Vijayarangan Anitha, Bagavathi Perumal Meenapriya, Srinivasan Aishwarya, and Ramakrishnan Anitha. "Behavioral Pattern during Dental Pain in Intellectually Disabled Children: A Comparative Study." International Scholarly Research Notices 2014 (November 18, 2014): 1–5. http://dx.doi.org/10.1155/2014/824125.

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Aim. Children with developmental disabilities generally experience more pain than the normal children. Description of pain is generally difficult in children and more so in children with intellectual disabilities. The study aimed at evaluating dental pain in children with intellectual disabilities. Methods. The survey was carried out in an institution caring for intellectually disabled children to determine the oral health status and the treatment needs of the special kids. 236 children were surveyed out of which the test group is comprised of 111 intellectually disabled children and the control group had 125 normal children with age ranging between five to eighteen years. A questionnaire was presented to the caregivers to elaborate about dental pain in their wards using the dental discomfort questionnaire (DDQ+). The children were examined for dental caries and periodontal status based on the WHO indices for oral hygiene status. Result. Results revealed a statistically significant difference between intellectual disability and brushing, chewing, and earache. The frequency of reporting dental pain was lesser in the intellectually disabled group. Conclusion. Children with intellectual disability tended to report dental pain of any nature with lesser frequency than typically developing peers. They also faced greater difficulty in brushing and chewing.
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Han, Jeong-Hwa, Hong-Keun Hyun, Young-Jae Kim, Jung-Wook Kim, Ki-Taeg Jang, Chong-Chul Kim, Sang-Hoon Lee, and Teo Jeon Shin. "Dental treatment under general anesthesia in an intellectually disabled child with intellectually disabled parents." Journal of Dental Anesthesia and Pain Medicine 16, no. 3 (2016): 213. http://dx.doi.org/10.17245/jdapm.2016.16.3.213.

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van den Heuij, Kirsten. "De verhalen van kinderen met een verstandelijke beperking." Dutch Journal of Applied Linguistics 3, no. 1 (June 23, 2014): 109–16. http://dx.doi.org/10.1075/dujal.3.1.07heu.

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Eightteen intellectually disabled children (IQ ≤ 70) between ten and twelve years old were compared with 18 typically developing children between four and six years old on their lexical productivity and their use and variety of seven word classes: verbs, conjunctions, pronouns, articles, adverbs, adjectives and prepositions. There were no significant differences between the intellectually disabled children and the typically developing children in terms of lexical productivity and vocabulary. Only the Dutch article het was used less by the intellectually disabled children. Explanations of the limited use of the article het and suggestions for language education for intellectually disabled children are discussed.
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Kalgotra, Ritu, and Jaspal Singh Warwal. "Effect of Music Intervention on the Behaviour Disorders of Children with Intellectual Disability using Strategies from Applied Behaviour Analysis." Disability, CBR & Inclusive Development 28, no. 1 (May 23, 2017): 161–77. http://dx.doi.org/10.5463/dcid.v1i1.584.

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Purpose: The effect of music intervention on mild and moderate Intellectually disabled children was studied in non-randomized pre-test post-test control group design at an Indian state (Jammu) J&K.Method: The mild and moderate intellectual disabled children fulfilling inclusive and exclusive criteria were placed into control and experimental group. BASIC-MR part-B (pre-test) was administered on both the groups. Intervention in music activities using strategies from Applied Behaviour Analysis was introduced sequentially to the experimental group. Children in the control group were not involved in any additional activity. Both the groups were assessed after 6 months (post-test) to find out the effect of intervention.Results: The mean difference between both the groups of mild and moderate intellectually disabled children was significant. In both mildly disabled children, F (1, 2) = 36.937, p = .026 and moderately disabled children F (1, 13) =71.686, p = .000, the effect of the music intervention was highly significant.Conclusion: Music intervention program produced significant changes in the domains of violent and destructive behaviour and misbehaviours with others domains of children with mild intellectual disability. In children with moderate disability, music intervention produced significant changes in the domains of violent and destructive behaviour, misbehaviours with others, self-injurious behaviours, repetitive behaviours, hyperactivity, rebellious behaviours, and anti-social behaviours. Both mild and moderate intellectually disabled children didn’t show any significant change in temper tantrums, odd behaviours and fears domains of behaviour disorders.
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Dissertations / Theses on the topic "Intellectually disabled"

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Young, Sadie. "Personal constructs of intellectually disabled people." Thesis, Manchester Metropolitan University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262355.

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The main focus of this thesis is to investigate the mental worlds of intellectually disabled people. It is intended to provide information about how members of this population construe their environments and how recent changes in the philosophy of care have affected their construct systems. Personal construct theory is used as the model that underpins the studies in the thesis and a modified version of repertory grid technique is developed and used to explore physical and social aspects of each subject's environment. After a pilot study was conducted to establish the viability of using modified rep grid techniques with this population, a longitudinal study over a four year period investigated the social constructs of 15 intellectually disabled residents. Eight were still in an institution at the end of the study and seven had moved into the community during that period. A comparison group of eight staff were sampled at the beginning of the longitudinal study. Information is made available concerning the size and complexity of each subject's construct system. It was found that the size and content of the construct systems of intellectually disabled people is limited relative to the comparison group and does not change significantly over four years. construct systems were analysed using two computerbased programs that solved the patterns of interrelationships and a graphic presentation of the network of significant correlations between constructs was completed. It was found that the graphic presentation was adequate for the intellectually disabled respondents but not for the comparison group. No difference was found between the community-based group of intellectually disabled people and those still resident in the hospital after four years. A further study with 17 intellectually disabled people, parents and non-parents, found no difference in their construct systems of children. These results are discussed in the context of the present philosophy and practice of normalisation and social role valorisation.
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Pupo, Marie. "Teaching intellectually disabled students addition through a multisensory approach." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26312.

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This study was designed to see if children with intellectual disabilities could be taught to add pairs of single-digit numbers using the Touch Math method. Three intellectually disabled students who could add only by using physical representations of numbers were selected for the study. A multiple-probe design across the 3 students was used to evaluate the effectiveness of the intervention. The intervention consisted of a three-step addition program that was planned to teach students to add by counting the faded touch points of the smaller addend starting from the larger addend. The data show that the 3 children were able to master the program and to retain the Touch Math method from 1 to 5.5 months following completion of the program. Suggestions for future research and for teachers are discussed.
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Blacker, Janine Elizabeth. "The assessment of risk in intellectually disabled sexual offenders." Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/326/.

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This thesis explored the application of risk assessment in sexual offenders with intellectual disabilities. A systematic review of the literature appraised the quality and methodology of research examining the predictive validity of risk assessment instruments, this highlighted a lack of research taking into sexual offenders with intellectual disabilities. The empirical research paper explored the predictive validity of the RRASOR, SVR-20, RM2000-V and the ARMIDILO instruments using a retrospective design on a sample of special needs offenders with intellectual disabilities. Comparisons with mainstream offenders highlighted the difference between the instruments ability to accurately predict risk between the two groups of offenders. The findings suggest that the ARMIDILO can be useful when predicting risk for an intellectual disabled population. In the next chapter a risk assessment instrument, the RRASOR, was critically reviewed. Following on from this, a case study using an individual approached to risk assessment in an intellectually impaired sexual offender was demonstrated. This chapter emphasises that comprehensive assessment would be a prerequisite to working effectively with offenders with intellectual disabilities in order to address specific intervention needs. A social skills intervention aimed to reduce the level of dynamic risk posed. This chapter also served to outline some of the difficulties associated with risk assessment and management in routine clinical practice. The final chapter concludes by discussing the implications of the findings for clinical practice and offers some directions for future research.
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Opalka-Bentler, Melanie. "Retention of Direct Care Professionals Supporting Intellectually Disabled Individuals." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2567.

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In the health and human service industry, employee turnover affects business practices and causes disruption of the lives of vulnerable individuals with intellectual disabilities receiving support. Using a human capital conceptual framework perspective, the purpose of this multiple case study was to explore strategies used to increase employee retention. The criteria for participation included organizational leaders from 3 Pennsylvania human service agencies that supported individuals with intellectual disabilities, tracked employee turnover for at least 2 years, and developed strategies to increase employee retention. Organizational leaders volunteered to participate and the first 3 organizations meeting the criteria were selected. Data collection included semistructured telephone interviews with organizational leaders, in addition to a review of company policies and turnover data. The interviews were transcribed and participants were asked to member check the draft findings. Constant comparison analysis occurred to analyze collected data. The findings included that the human capital theory alone did not inform retention strategies. Reoccurring themes included retention strategies that focused on developing the organization's intellectual capital through development of human capital, structural capital, and relational capital. Organizational leaders could develop intellectual capital to reduce employee turnover costs, increase employee productivity, create a stable life for the individuals in need of support, and develop relationships with the community where integration occurs. The implications for positive social change include the potential to reduce employee turnover to organizational leaders from Pennsylvania agencies supporting individuals with intellectual disabilities.
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Courtney, Jo. "The Identification of Recidivism Indicators in Intellectually Disabled Violent Individuals." The University of Waikato, 2008. http://hdl.handle.net/10289/2313.

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The Assessment of Risk and Manageability in Intellectually Disabled IndividuaLs who Offend (ARMIDILO) was developed to address the need for assessment tests specifically designed for intellectually disabled (ID) individuals who offend. This is the first study focusing on the application of the ARMIDILO by using comparative current risk assessment tests to evaluate the ARMIDILO as an effective risk assessment tool. In this research 16 ID people who have recorded sexual and or violent behaviour offences were evaluated using the Violent Offender Risk Assessment Scale (VORAS), Static-99 and ARMIDILO risk assessment tests. The ARMIDILO, VORAS and Static-99 assessments were completed using individual history files kept within the Regional Forensic Psychiatric Service. The VORAS and Static-99 were adapted to incorporate reported, but not charged or otherwise litigated offences and convictions. The adapted tests were then compared against the ARMIDILO as a risk assessment tool. Analysis of the ARMIDILO showed strong validity in assessing ID people who offend. The main strength of the ARMIDILO is in identifying the risk needs of the ID person who offends and may be an effective management test when used in assessing individual needs and program implementation. Risk assessment through the ARMIDILO showed similar results to Static-99 but compared only moderately with the VORAS in measuring the risk of re-offending. Future research with a larger population may further validate the reliability of the ARMIDILO as an assessment tool. Adaptation of the current score sheet for use by non-clinical and correctional staff may prove cost effective.
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Chantler, Lisa J. "Group teaching of vocational skills to the intellectually disabled using video /." Title page, contents and abstract only, 1987. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsc459.pdf.

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Perry, Caroline. "Victimisation within the intellectually disabled community : assessing the antecedents of assault /." Title page, contents and abstract only, 1994. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsp462.pdf.

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Brown, Jeannie. "Parental Needs Regarding the Future of Their Adult Intellectually Disabled Child." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7605.

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The problem examined in this study was the lack of policy in New York State regarding the provision of prioritized residential services for intellectually disabled individuals who are being cared for by an aging caregiver. The purpose of this qualitative phenomenological study was to explore and document the needs experienced by aging parents regarding securing the future of their intellectually disabled adult child. The theoretical framework for this study was based on Sabatier’s advocacy coalition framework. The research questions examined the lived experiences of aging parents caring for an adult child with an intellectual disability what parents perceive their needs are in order to secure their adult intellectually disabled child’s future. Data were retrieved from 5 parents who resided in New York State. The findings from this study confirmed existing literature indicating that aging parents will need to secure residential placement or alternative living arrangements before they can no longer care for their adult intellectually disabled child. Another finding from this study was that the pertinent service delivery program does not provide direct assistance to these families. Therefore, advocacy was a necessary action in order to obtain services. The voices of the parents could influence policy makers to make aging parents with an adult intellectually disabled child a higher priority when seeking residential placement, provide direct representation from OPWDD, and provide residential placement that fits the ID adult’s needs. These programmatic changes may result in positive social change for this population
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Campbell, Stacey-Marie. "A qualitative investigation of firesetting within an adult intellectually disabled population." Thesis, Canterbury Christ Church University, 2016. http://create.canterbury.ac.uk/14975/.

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This study investigated the antecedents and psychological processes inherent in firesetting within an adult intellectually disabled population. A qualitative methodology, grounded theory (GT) was employed to explore the experience of firesetting through verbal self-report. A sample of eight males with mild intellectual disabilities under the care of forensic learning disability services participated in interviews which ranged from 27 minutes 14 seconds to 1 hour 21 minutes 22 seconds. The data produced a preliminary GT which identified eight conceptual categories: Managing internal affect states, the experience of adversity, unsafe others, engagement in multiple offending behaviours, voice entitlement, experiences of fire, and mediators of risk and the function of firesetting. These conceptual categories were linked by an overarching core category of ‘powerlessness’ which was evident in several areas of the participants’ lives and experiences of firesetting. It was concluded that this sense of powerlessness along with the conceptual categories should be considered when risk assessing, delivering firesetting specific treatment and psychological interventions. The clinical implications are discussed and suggestions are made for replication of the current study with larger, more diverse samples and future directions for further research are proposed.
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Somerville, Barry M. "The church's role in caring for intellectually disabled persons and their families." Theological Research Exchange Network (TREN) Theological Research Exchange Network (TREN) Access this title online, 2006. http://www.tren.com.

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Books on the topic "Intellectually disabled"

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K, Kokula Krishna Hari, ed. An Artificially Intelligent Device for the Intellectually Disabled. Chennai, India: Association of Scientists, Developers and Faculties, 2016.

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Ireland. Review Group on Mental Handicap Services. Needs and abilities: A policy for the intellectually disabled. Dublin: Published by the Stationery Office, 1991.

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Issues in human rights protection of intellectually disabled persons. Burlington, VT: Ashgate, 2010.

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Haaven, James. Treating intellectually disabled sex offenders: A model residential program. Orwell, VT. (RR 1, Box 24-B, Orwell 05760-9756): Safer Society Press, 1990.

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Tobolowsky, Peggy M. Excluding intellectually disabled offenders from execution: The continuing journey to implement Atkins. Durham, North Carolina: Carolina Academic Press, 2014.

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Victoria. Dept. of Health and Community Services. Proposed amendments to the Intellectually Disabled Persons' Services Act 1986: Discussion paper. [Victoria, Australia]: Client Services, Disability Services Division, Victorian Government Dept. of Health & Community Services, 1994.

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Keating, T. P. Institutions in turbulent environments: A study of the impact of environmental change upon institutions for the intellectually disabled. Aldershot, Hants, England: Ashgate Pub., 1999.

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Your role as a learning disability worker: Induction award: supporting people who have a learning disability. Oxford: Heinemann, 2007.

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O'Neill, Kiera. What clients get for their money: An analysis of the board and lodgings received by clients in H&SC residential facilities for the intellectually disabled. [Melbourne?]: Disability Services Division, Victoria Dept. of Health and Community Services, 1993.

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1936-, Tsumagari Yūji, ed. Takinogawa Gakuen hyaku-nijūnenshi: Chiteki shōgaisha kyōiku, fukushi no ayumi = 120 years of the Takinogawa Gakuen : history of education and welfare for the person with intellectually disabled. Tōkyō: Ōzorasha, 2011.

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Book chapters on the topic "Intellectually disabled"

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Swart, Joan. "Intellectually Disabled Offenders." In Homicide A Forensic Psychology Casebook, 257–74. Taylor & Francis Group, 6000 Broken Sound Parkway NW, Suite 300, Boca Raton, FL 33487-2742: CRC Press, 2016. http://dx.doi.org/10.1201/9781315370019-14.

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Anderson, Jonathan S., and Shamai A. Grossman. "The Intellectually Disabled Patient." In Challenging and Emerging Conditions in Emergency Medicine, 299–318. Oxford, UK: Wiley-Blackwell, 2011. http://dx.doi.org/10.1002/9781119971603.ch15.

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Coleman, Emily, and James Haaven. "Adult Intellectually Disabled Sexual Offenders." In Sourcebook of Treatment Programs for Sexual Offenders, 273–85. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-1-4899-1916-8_19.

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Clegg, Jennifer. "Understanding Intellectually Disabled Clients in Clinical Psychology." In Disability and Psychology, 123–40. London: Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-1-137-12098-4_9.

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Foster, Bernadette, and Jeff Walkley. "Osteoporosis Risk Prevalence Among Intellectually Disabled Women." In Adapted Physical Activity, 250–54. Tokyo: Springer Japan, 1994. http://dx.doi.org/10.1007/978-4-431-68272-1_38.

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Hayes, Susan C. "Developmental Pathways in Intellectually Disabled Sexual Offenders." In Assessment and Treatment of Sexual Offenders with Intellectual Disabilities, 37–46. Chichester, UK: John Wiley & Sons, Ltd, 2010. http://dx.doi.org/10.1002/9780470665510.ch3.

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Salonia, Chanelle, Heather Hermans, and David Hingsburger. "Assessing clinical needs for intellectually disabled sex offenders." In Violent and Sexual Offenders, 258–69. Second Edition. | New York : Routledge, 2019. | Revised edition of Violent and sexual offenders, 2009.: Routledge, 2018. http://dx.doi.org/10.4324/9781315310411-15.

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Ford, Hannah, and John Rose. "Improving Service Provision for Intellectually Disabled Sexual Offenders." In Assessment and Treatment of Sexual Offenders with Intellectual Disabilities, 341–64. Chichester, UK: John Wiley & Sons, Ltd, 2010. http://dx.doi.org/10.1002/9780470665510.ch18.

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Shukla, Jainendra, Miguel Barreda-Ángeles, Joan Oliver, and Domènec Puig. "MuDERI: Multimodal Database for Emotion Recognition Among Intellectually Disabled Individuals." In Social Robotics, 264–73. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47437-3_26.

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Rose, John. "Adapting and evaluating treatment approaches for intellectually disabled sex offenders." In Violent and Sexual Offenders, 357–69. Second Edition. | New York : Routledge, 2019. | Revised edition of Violent and sexual offenders, 2009.: Routledge, 2018. http://dx.doi.org/10.4324/9781315310411-21.

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Conference papers on the topic "Intellectually disabled"

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Zaigraeva, Nadezhda Viktorovna. "Aggression And Its Awareness By Intellectually Disabled Adolescents." In AmurCon 2020: International Scientific Conference. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.06.03.154.

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Jankovics, Julianna, and Luca Garai. "Disfluencies in mildly intellectually disabled young adults’ spontaneous speech." In The 9th Workshop on Disfluency in Spontaneous Speech. ELTE Faculty of Humanities, 2019. http://dx.doi.org/10.21862/diss-09-021-jank-gara.

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Ploch, Leszek. "SOUND INSPIRATIONS IN MUSICAL EDUCATION OF THE INTELLECTUALLY DISABLED." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0168.

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"NEED OF EDUCATIONAL TECHNOLOGY TOOLS FOR COGNITIVE DEVELOPMENT IN INTELLECTUALLY DISABLED CHILDREN." In 17th International Conference on Cognition and Exploratory Learning in the Digital Age. IADIS Press, 2020. http://dx.doi.org/10.33965/celda2020_202014l026.

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Ojasalo, Jukka, Niko Suomalainen, Heikki Seppala, and Rob Moonen. "Better technologies and services for smart homes of disabled people: Empirical findings from an explorative study among intellectually disabled." In 2010 2nd International Conference on Software Technology and Engineering (ICSTE 2010). IEEE, 2010. http://dx.doi.org/10.1109/icste.2010.5608845.

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Teleb, Ahmed, Wessam Mohamed, and Thomas Elbert. "Does Enhancing Visual Perception in Mild Intellectually Disabled Children transfer to other skills?" In ICEEPSY 2016 International Conference on Education and Educational Conference. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.11.41.

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Sumi, Lucy, Imlijungla Longchar, and Shouvik Dey. "IoT-based Fall Prevention and Detection for Senior Citizens, Physically and Intellectually Disabled." In 2019 International Conference on Information Technology (ICIT). IEEE, 2019. http://dx.doi.org/10.1109/icit48102.2019.00040.

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Lopez-Basterretxea, A., A. Mendez-Zorrilla, B. Garcia-Zapirain, A. Madariaga-Ortuzar, and I. Lazcano-Quintana. "Serious games to promote independent living for intellectually disabled people: Starting with shopping." In 2014 Computer Games: AI, Animation, Mobile, Multimedia, Educational and Serious Games (CGAMES). IEEE, 2014. http://dx.doi.org/10.1109/cgames.2014.6934159.

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9

Segatto, L. G., M. C. Melo, and G. M. da Silva. "Proposal of an educational game for improvement of cognitive performance of intellectually disabled people." In 2017 IEEE Canada International Humanitarian Technology Conference (IHTC). IEEE, 2017. http://dx.doi.org/10.1109/ihtc.2017.8058168.

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Yasir, Tahreem, Adnan Abid, and Adnan Shahzada. "Development of Smart phone based Cultural Social Stories for Intellectually Disabled Children of Pakistan." In 2019 2nd International Conference on Advancements in Computational Sciences (ICACS). IEEE, 2019. http://dx.doi.org/10.23919/icacs.2019.8689002.

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