Academic literature on the topic 'Intellectually disabled rehabilitation'
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Journal articles on the topic "Intellectually disabled rehabilitation"
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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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Kaiser, Izabella. "Czas wolny dzieci niepełnosprawnych intelektualnie w opinii rodziców." Interdyscyplinarne Konteksty Pedagogiki Specjalnej, no. 17 (September 9, 2018): 33–51. http://dx.doi.org/10.14746/ikps.2017.17.03.
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The study aimed at diagnosing the opinions of parents of children with mild and moderate intellectual disability on the forms and significance of leisure time behaviour. The study revealed that parents, siblings, or other family members were most often partners of leisure for intellectually disabled children. All the respondents declare that they know what their children are doing in their leisure time and who they spend it with. Leisure time appears to be the area of limitless rehabilitation opportunities, and therefore it should occupy a significant position both in scientific research and (perhaps predominantly) in practical activities undertaken to help children with intellectual disability. Extensive activity of the school, family environment and special education teachers themselves is required to implement leisure time as a vital element in the process of revalidation of intellectually disabled children.
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Lisovskaya, Tatyana, and Tatyana Zhuk. "Tolerance and inclusive competence as the main components of an inclusive culture." SHS Web of Conferences 70 (2019): 10006. http://dx.doi.org/10.1051/shsconf/20197010006.
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The article raises the problems of the formation of an inclusive culture of teachers working with intellectually disabled children in centers of social and professional rehabilitation for the people with special psychophysical development needs (hereinafter referred to as the SPDN). Two components of an inclusive culture are presented: tolerance and inclusive competence. The mechanism of professional and social rehabilitation of people with intellectual disabilities is shown on the example of Brest region of the Republic of Belarus.
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Singh, Kishan Kumar. "Resilience in Mothers having Children with Disabilities." Chettinad Health City Medical Journal 11, no. 03 (September 30, 2022): 23–29. http://dx.doi.org/10.24321/2278.2044.202225.
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In a developing society and community with limited rehabilitation and care services there are major challenges for mothers with disabled children and the responsibility of a child’s growth falls solely on the shoulders of the mother or caregivers. Understanding the resilience in mothers (caregivers) is becoming more important as a process in the area of disabilities, for quality development and caring of children with disabilities. The question tthat comes to mind is, what factors make some families do well in adverse conditions while others fight to keep their family life functional, when they are subjected to similar stresses? The aim of this research is to explore the role of resilience factors in mothers having children with disabilities. This study was conducted to assess the resilience of mothers who have children with disabilities. In this scientific study all 300 mothers (100 mothers with intellectual disability, 100 mothers with locomotor disability, and 100 mothers of normal children) were selected from northern India. The resilience scales were administered to assess the resilience variable; the scale has the 4-factor solution, which had 31 items: the alpha reliability coefficient was 0.95. The result of the study shows that the F-value for resilience in mothers of intellectually disabled children, children with locomotor disabilities and of normal children the F value for resilience is 198.379 which is significant at 0.001 levels of significance. This shows that there is difference within the group of mothers of intellectually disabled children, children with locomotor disabilities and normal children. Findings reveal that the level of resilience is different in mothers of intellectually disabled children, children with locomotor disablilities and normal children. The dentification of factors that promote resilience in mothers of children with intellectual disabilities is likely to advance clinical practice by providing new emphasis in clinical areas in family- centered care. Evidence supports the theory that resilience is linked to the availability and accessibility of culturally relevant resources. The results are especially important for building a group of resilient mothers who will be involved in their children’s recovery.
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Ünal, Nazan, and Gülen Baran. "Behaviors and Attitudes of Normally Developing Children toward Their Intellectually Disabled Siblings." Psychological Reports 108, no. 2 (April 2011): 553–62. http://dx.doi.org/10.2466/07.10.21.pr0.108.2.553-562.
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This study investigated behaviors of children who have normal development toward their siblings with intellectual disabilities. 9- to 17-year-old normally developing siblings (55 girls, 39 boys) of 94, 5- to 15-year-old mentally disabled children (51 girls, 43 boys) who were attending a special education and rehabilitation center were enrolled in the study. Data were gathered by using a general information form and the Schaeffer Sibling Behavior Rating Scale. Age of the disabled child did not have a significant effect on siblings' behaviors, while knowledge of family about the diagnosis and educational status of their child with intellectual disabilities affected sibling behaviors.
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Anstey, T. J., and N. Spence. "Factors Associated with Stress in Mothers of Intellectually Disabled Children." Australia and New Zealand Journal of Developmental Disabilities 12, no. 4 (January 1986): 249–55. http://dx.doi.org/10.3109/13668258609084090.
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Choi, Jae-Won, and Na-Young Ahn. "Development and Effect Analysis of Rehabilitation Exercise Program for the Intellectually Disabled People." Journal of Coaching Development 22, no. 1 (March 31, 2020): 117–23. http://dx.doi.org/10.47684/jcd.2020.03.22.1.117.
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Walkley, J., V. Temple, S. Parker, K. Greenway, and C. Anderson. "ENERGY BALANCE AND DIETARY INTAKE OF INTELLECTUALLY DISABLED ADULTS." Medicine & Science in Sports & Exercise 33, no. 5 (May 2001): S49. http://dx.doi.org/10.1097/00005768-200105001-00274.
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Brookbanks, Warren. "Protecting the Interests of Vulnerable Defendants in the Criminal Justice System: The New Zealand Experience." Journal of Criminal Law 83, no. 1 (February 2019): 55–70. http://dx.doi.org/10.1177/0022018318814360.
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Approaches to the management of people with intellectual disabilities (IDs) vary across jurisdictions. However, the inconsistent development and implementation of official policy has often resulted in a significant over-representation of persons with developmental difficulties in criminal justice systems worldwide. This reality led the New Zealand government in 2003 to introduce dedicated legislation recognising the special needs of offenders with an ID. The article examines the New Zealand legislative response to the challenges presented by this cohort of offenders, in the light of emerging international data of the incidence of, and official responses to, offenders with special needs. In New Zealand, the emerging problem of how to manage intellectually disabled offenders who commit serious crimes, and the legislative response to it, was driven by changes in mental health legislation in the early 1990s that had effectively disenfranchised persons with ID with challenging behaviours from regimes of supervisory care and treatment. The Intellectual Disability (Compulsory Care and Rehabilitation) Act 2003 has provided for a separate regime of compulsory care and rehabilitation that may be accessed either directly as a criminal justice disposition, following a finding of unfitness to plead or legal insanity, or as a result of transfer from the mental health or penal systems. The compulsory care regime has proven effective in addressing the needs of intellectually disabled offenders, increasing numbers of whom are young people, who would have great difficulty coping in a prison environment. The New Zealand experience contrasts with experience in other jurisdictions where offenders with an ID are often over-represented in prison statistics and subject to victimisation and abuse. The article suggests that change is clearly required as a matter of urgency to ensure that offenders with an ID are able to benefit from the positive rights guaranteed under the UN Convention for the Rights of Persons with Disabilities and other rights instruments.
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SOMAYEH, Yoosefi, Ziaei TAYEBE, Jalaliaria KATAYOUN, Naghinasab Ardehaee FATEMEH, Danesh AHMAD, and Tatari MAHIN. "Effect of Problem Solving Based Group Counseling on Marital Satisfaction of Mothers with Intellectually Disabled Children: Gorgan, Iran (2016)." Revista Romaneasca pentru Educatie Multidimensionala 10, no. 1.SP (July 2, 2018): 110. http://dx.doi.org/10.18662/rrem/40.
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Introduction: Diagnosis of intellectual disability in children poses mental pressure and emotional crisis with respect to keeping, raising, and training to family members and mothers, in particular. This issue can also negatively affect marital satisfaction of the parents. The present research was conducted to assess the effect of problem-solving based group counseling on marital satisfaction in mothers with intellectually disabled children.Material and Methods: The Statistical population of the present intervention-control study is comprised of mothers with intellectually disabled children referring to two health centers in Gorgan City, Iran, in 2016. Research samples consisted of 30 subjects randomly assigned to two control and intervention groups. The intervention group was subjected to 6 sessions (once in a week) of problem-solving based group counseling while the control group received no intervention. At the end of these sessions, the Persian version of Evaluation and Nurturing Relationship Issues Communication and Happiness (ENRICH), which consists of 47 items with 11 subscales, was completed in two steps: one week and one month after the intervention. The gathered data were analyzed using repeated measures of analysis of variance (ANOVA) and a follow-up test in the SPSS16 software.Results: The results showed that mean and standard deviation of marital satisfaction scores in three steps of intervention including before, one week after, and one month after the intervention was 140.7 ± 15.08, 143.13 ± 14.43, and 150.73 ± 11.65, respectively. As can be seen, there is a statistically significant difference between marital satisfaction scores before and one month after the intervention (P = 0.016) while this score is almost constant in the control group during the study period.Conclusion: The results show that by the passage of time mothers learn and apply better the problem-solving skill in their life, leading to their enhanced marital satisfaction. Thus, it is suggested training these skills to the mothers with intellectually disabled children referring to the health and rehabilitation centers by midwives and midwifery consultants.
Dissertations / Theses on the topic "Intellectually disabled rehabilitation"
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Sechoaro, Ernest Joshua. "The effects of rehabilitation on intellectually disabled people: a systematic review / Sechoaro E.J." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7563.
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Background: Rehabilitation has emerged as a comprehensive approach with a
combination of treatment modalities to address the multiple impediments associated
with disabilities in intellectually disabled people. Rehabilitation is used to address
intellectually disabled peoples’ skill deficits, to improve competencies and to facilitate
optimal functioning within the goal of giving the greatest possible measure of social and
economic participation, independence, self–reliance and self–determination to
intellectually disabled people. The ongoing improvement of rehabilitation services in the
public health system therefore remains a continuous challenge; hence the need for
further research.
Objective: The systematic literature review critically synthesizes and describes the
available evidence of the effects of rehabilitation on intellectually disabled people.
Method: Literature searches of different electronic databases as well as manual
searches of references of primary studies were conducted using selected keywords.
The total number of the studies identified from an electronic database search was
1 102. All titles and abstracts were screened for relevance and 40 studies were
immediately excluded. From the remaining 1 062 studies, another 993 studies were
excluded because they were not relevant to the rehabilitation of intellectually disabled
people. The abstracts and titles of the remaining 69 studies were screened for a second
time to exclude studies not relevant to actual rehabilitation of intellectually disabled
people. Another two studies were excluded as duplicates. The remaining 67 studies
were retrieved as full texts; of these, 40 studies were excluded due to them being
written in a foreign language. After all abstracts and texts were thoroughly screened for
true relevancy to the review question, a further 20 studies were excluded. The remaining seven full–text studies were selected for critical appraisal because they were
relevant to the effects of rehabilitation on intellectually disabled people.
Results: These identified studies have the potential to inform clinical practice on the
basis of their evidenced interventions that resulted in the improvement of outcomes of
rehabilitation of intellectually disabled people. Improvement of skills was noted for mildly
and moderately intellectually disabled people. Improvement was noted in activities of
daily living (ADL), self–care skills, communication skills and cognitive achievements.
Conclusions: The study contributes to the comprehensive nursing care of intellectually
disabled people by endorsement of the effectiveness of rehabilitation in terms of ADL,
self–care skills, communication skills and cognitive achievements. The collected
evidence of this study may contribute to the education of more effective nurse
practitioners involved in the daily care and rehabilitation of intellectually disabled people.Thesis (M.Cur.)--North-West University, Potchefstroom Campus, 2012.
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Lloyd, Robbie, University of Western Sydney, of Arts Education and Social Sciences College, and Centre for Cultural Research. "Going walkabout through the suburbs." THESIS_CAESS_CR_Lloyd_R.xml, 2003. http://handle.uws.edu.au:8081/1959.7/484.
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This work explores human consciousness, using a framework of the Structure of Feelings and Experience developed from the work of Raymond Williams and Bernard Smith. It then examines aspects of the consciousness of the Mentally Ill, the Intellectually Disabled, Addicted and Indigenous people, with three aims: 1/. To identify a model of consciousness which reflects the major indicators arising from the structure of feelings and experience, and those arising from consideration of the four subject groups, representing the plurality of human consciousness. 2/. To explore some of the lessons for mainstream citizens, arising from alternative aspects of consciousness, both positive and negative, which these groups exhibit. 3/. To suggest ways the model of consciousness can be used to empower those with mental illness, or intellectual disability, by acknowledging and strengthening their opportunities to take responsibility for their lives. By engaging them more in active roles in the planning and delivery of their health, rehabilitation and community services. And to illustrate some examples of practical applications of person-valuing and spirit-engaging healing and empowering processes, used in groups in Australia and overseas, which point to ways of improving health and rehabilitation policy and practice in AustraliaMaster of Arts (Hons)
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Behr, Janice. "The evaluation of the imp act of interventions by a physiotherapist on intellectually imp aired and physically disabled children and their caregivers in two community groups in peri-urban Cape Town." University of the Western Cape, 2008. http://hdl.handle.net/11394/8367.
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>Magister Scientiae - MScPhysiotherapy services for disabled children and their families have conventionally been received at a hospital or school for children with special educational needs in the main towns and cities of South Africa. Community-Based Rehabilitation (CBR) programmes were proposed and established as an additional approach to Institutional-Based Rehabilitation to address the need for accessible resources for these families. In this study the author evaluated two CBR programmes for disabled children and their main caregivers in two separate low socioeconomic peri-urban areas of Cape Town. The programme, a weekly group meeting, included physiotherapy interventions to assist the development and functional abilities of the children by means of activities that the caregivers could include in daily home care. They handled their own children following demonstrations and correction of handling skills by the author. The majority of the caregivers were mothers. Their children, less than 13 years old, were severely intellectually impaired. Some with concomitant physical disabilities. The author implemented the interventions of the CBR programme and she required to understand the impact on the particpants in a study using qualiative research methods. In the pilot programme the attendant members were individually interviewed, after her withdrawal, for their opinions of the outcomes. Evaluation documentation.ofjheir children and CBR programme records were related to the caregivers' responses. From the pilot study experiences the author felt that additional methods of data collection would result in a greater understanding of the impacts of the interventions. Expanded methods of research were utilised in the study of the second group. During the interventions at group meetings the author used field notes to record observations. Participant observation allowed the author to analysis the responses of the participants. Focus group interviews assisted in understanding external factors influencing the participants as well as their needs. Individual interviews, after the closure of the CBR programme, allowed the participants to express their views of the interventions. Documentation of the individual evaluation of each child was related to the views expressed by the caregivers. Common meanings and themes were explored in the analysis of the various data collected. Analysis revealed that interventions of education and training for the caregivers improved their knowledge and understanding of the impairments and disability of their children. The children benefited functionally from their families increased skills and knowledge. Through discussion with other families at group meetings, the caregivers had an understanding of other disabilities in children and developmental outcomes possible for their own child. The caregivers were more confident to address the negative perceptions of disability in their communities. It is recommended that physiotherapists implementing any interventions for disabled children should ensure that the caregivers are partners in planning and selection of interventions and that their needs are addressed. Community participation in Community-Based Rehabilitation programmes was required for the participants to become self-reliant and solve their own needs as well as for the programme to be sustainable. This was demonstrated in only one of the programmes.
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Goliath, Charlyn Delmarie. "Pre- and post-test results of the cognitive functioning level of workers with intellectual impairment after the implementation of a structured activity programme in a protective workshop." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50421.
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Thesis (MA)--Stellenbosch University, 2005.ENGLISH ABSTRACT: Acknowledgement of the right to equal work opportunities for people with disabilities is widely supported in South Africa. Several policy documents and laws have been published since July 1993 and provide clear guidelines regarding equal opportunities for people with disabilities. A state subsidy scheme for protective workshops was introduced for the first time on 1 April 1997 (Operational Manual for Protective Workshops, 2001: 1). The purpose of this subsidy scheme was to provide work opportunities for people who cannot enter the sheltered or open labour market due to the effect of their disabilities on their daily functioning. In March 2001, the Department of Social Development and Poverty Alleviation in the Western Cape introduced a draft document, Operational Manual for Protective Workshops. The aim of the manual focused on the development of the worker role and economic empowerment of people with disabilities who work in protective workshops. Due to ignorance, fear and stereotyping, persons with intellectual impairment are being unfairly discriminated against in society and at the workplace. With reasonable accommodation, persons with intellectual impairment are able to demonstrate their work ability and contribute equally in the workplace. Persons with intellectual impairment contribute to the economy and society by means of their service in protective workshops. The aim of the study was to investigate whether the structured activity programme implemented in a protective workshop in the Western Cape brought a change to the level of cognitive functioning of workers with intellectual impairment as assessed by the Allen Cognitive Level Screen (ACLS), with the purpose of making recommendations regarding the sustainability and extension of the structured activity programme. Pre- and post-tests of the workers' cognitive functioning were done to determine whether the implemented structured activity programme had an effect on the cognitive functioning level of the workers. The ACLS was used as measurement instrument and a hypothesis was stated: HO - There is no change in the level of cognitive functioning of the workers after participation in a structured activity programme. H1 - There is a change in the level of cognitive functioning of the workers after participation in a structured activity programme. The Functional Information Processing Model (FIPM) was used as a frame of reference in the development of the structured activity programme for the occupational group. The structured activity programme was implemented and after one year and six months a post-test was done on the workers in the occupational group. The null hypothesis was accepted as p=O.28.A 95% confidence interval was indicated. The post-test indicated that there was no significant change in the cognitive levels of the workers in the occupational group after implementation of a structured activity programme. This could have resulted from the study sample being too small. Although the change was not statistically significant. it indicated that learning did occur on an Allen Cognitive Level (ACL) 3. It is recommended that the study to be replicated at other protective workshops that may provide a bigger sample to confirm the amount of learning that takes place.
AFRIKAANSE OPSOMMING: Erkenning van persone met gestremdhede se gelyke reg tot indiensneming word sterk in Suid-Afrika ondersteun. Verskeie beleidsdokumente en werkstukke is sedert Julie 1993 gepubliseer wat duidelike riglyne aangaande hierdie standpunt stel. 'n Staatsubsidieskema vir beskermde werkwinkels is vanaf 1 April 1997 vir die eerste keer beskikbaar gestel (Operational Manual for Protective Workshops, 2001: 1). Die doel van hierdie skema is om werksgeleenthede te verskaf aan persone wat as gevolg van hul graad van gestremdheid nie die beskutte arbeids- of ope arbeidsmark kan betree nie. In Maart 2001 het die Departement van Sosiale Dienste, Wes-Kaap, 'n voorlopige dokument, Operational Manual for Protective Workshops, bekendgestel, wat fokus op die ontwikkeling van werksvaardighede en die ekonomiese bemagtiging van persone met gestremdhede in beskermde werkwinkels. Weens onkunde, vrees en stereotipering word daar onregverdig gediskrimineer teen persone met intellektuele gestremdheid in die samelewing, asook in die werksplek. lndien persone met intellektuele gestremdheid billik geakkommodeer word, sal hulle hul werkvermoëns demonstreer en sal hulle 'n gelyke bydrae kan lewer in die werksplek. Persone met intellektuele gestremdheid lewer 'n bydrae tot die ekonomie en die samelewing deur hul diens in beskermde werkwinkels. Die doel van die studie was om ondersoek in te stelof die gestruktureerde aktiwiteitsprogram, soos aangebied in 'n beskermde werkswinkel in die Wes-Kaap, 'n verandering in die kognitiewe funksioneringsvlakke van werkers met intellektuele gestremdheid, soos bepaal deur die Allen Cognitive Level Screen (ACLS), teweeggebring het ten einde aanbevelings te maak oor die uitbreiding en volhoubaarheid van die program. Voor- en na-toetse van die werkers se kognitiewe funksioneringsvlakke is gedoen om te bepaal of die gestruktureerde aktiwiteitsprogram enige verskil in hul kognitiewe funksionering gemaak het. Die Allen Cognitive Level Screen- (ACLS-)toets is as 'n meetinstrument gebruik en 'n hipotese is gestel: HO - Daar is geen verandering in die werkers se kognitiewe funksioneringsvlak na deelname aan 'n gestruktureerde aktiwiteitsprogram nie. H1 - Daar is 'n verandering in die werkers se kognitiewe funksioneringsvlak na deelname aan 'n gestruktureerde aktiwiteitsprogram. Die Functional Information Processing Model (FIPM) is gebruik as 'n verwysingsraamwerk vir die ontwikkeling van die gestruktureerde aktiwiteitsprogram. Die gestruktureerde aktiwiteitsprogram is geïmplementeer en 'n na-toets is na 'n jaar en ses maande op die werkers in die gestruktureerde aktiwiteitsprogram gedoen. Die nulhipotese is aanvaar aangesien p=O.28. 'n Sekerheidsinterval van 95% is aangetoon. Die na-toets het getoon dat daar geen statisties beduidende verskil was in die verandering van die kognitiewe vlakke van die werkers in die aktiwiteitsgroep na implementering van 'n gestruktureerde aktiwiteitsprogram nie. Die resultaat kan die gevolg wees van 'n te klein steekproef. Alhoewel die verandering in kognitiewe vlak nie statisties beduidend was nie, het daar tog 'n mate van leer op 'n Allen Cognitive Level (ACL) 3 by die werkers plaasgevind. Dit word voorgestel dat hierdie studie herhaal word by ander beskermde werkswinkels wat 'n groter steekproef kan lewer om die mate van leer wat plaasvind, te bevestig.
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Lloyd, Robbie. "Going walkabout through the suburbs." Thesis, 2003. http://handle.uws.edu.au:8081/1959.7/484.
Full textAbstract:
This work explores human consciousness, using a framework of the Structure of Feelings and Experience developed from the work of Raymond Williams and Bernard Smith. It then examines aspects of the consciousness of the Mentally Ill, the Intellectually Disabled, Addicted and Indigenous people, with three aims: 1/. To identify a model of consciousness which reflects the major indicators arising from the structure of feelings and experience, and those arising from consideration of the four subject groups, representing the plurality of human consciousness. 2/. To explore some of the lessons for mainstream citizens, arising from alternative aspects of consciousness, both positive and negative, which these groups exhibit. 3/. To suggest ways the model of consciousness can be used to empower those with mental illness, or intellectual disability, by acknowledging and strengthening their opportunities to take responsibility for their lives. By engaging them more in active roles in the planning and delivery of their health, rehabilitation and community services. And to illustrate some examples of practical applications of person-valuing and spirit-engaging healing and empowering processes, used in groups in Australia and overseas, which point to ways of improving health and rehabilitation policy and practice in Australia
Books on the topic "Intellectually disabled rehabilitation"
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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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2
Your role as a learning disability worker: Induction award: supporting people who have a learning disability. Oxford: Heinemann, 2007.
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Baker, Bruce L. Parent training and developmental disabilities. Washington, DC: American Association on Mental Retardation, 1989.
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Fitness and rehabilitation programs for special populations. Madison, Wis: WCB Brown & Benchmark Publishers, 1994.
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contributor, Asher Asha, Renwick Rebecca contributor, Crabtree Lisa contributor, Peitzman Carol contributor, Diaz-Stransky Andrea contributor, Tierney Elaine contributor, López-Arvizu Carmen contributor, et al., eds. Adults With Intellectual and Developmental Disabilities: Strategies for Occupational Therapy. Bethesda, MD: American Occupational Therapy Association, 2014.
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Richard, Sobsey, ed. Educating children with multiple disabilities: A transdisciplinary approach. Baltimore: Brookes Pub. Co., 1987.
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Richard, Sobsey, ed. Educating children with multiple disabilities: A transdisciplinary approach. 2nd ed. Baltimore: P.H. Brookes Pub. Co., 1991.
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Richard, Sobsey, ed. Educating children with multiple disabilities: A transdisciplinary approach. 3rd ed. Baltimore: P.H. Brookes Pub. Co., 1996.
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Nursing and the disabled: Across the life span. Boston: Jones and Bartlett Publishers, 1992.
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Schalock, Robert L. Quality of life for persons with intellectual and other developmental disabilities: Applications across individuals, organizations, communities, and systems. Washington, DC: American Association on Intellectual and Developmental Disabilities, 2007.
Find full textBook chapters on the topic "Intellectually disabled rehabilitation"
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Hazarika, Mythili, and Sandamita Choudhury. "Attitude towards People with Intellectual Disabilities (PWID)." In Research Anthology on Rehabilitation Practices and Therapy, 1760–85. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3432-8.ch089.
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History on PWID indicates influence of various psycho-social, biological, religious and educational factors for the existence of stereotypical attitudes towards PWID. Across the world until the mid-80's they were a marginalized group of people who were discriminated from others' who considered themselves as “normal”. But since the early part of the 21st century significant efforts have been reported across countries in integrating and mainstreaming the PWID in the community at large. To attain this challenging milestone attitude plays a very significant role. Families of PWID undergo high levels of stress and emotional reactions resulting from daily care demands, emotional distress, interpersonal difficulties (family discord), financial hardships as well as social isolation which call for intervention not just for the intellectually disabled but also with the family members. Positive attitude among the health and all professionals with humane qualities such as empathy, genuineness, unconditional positive regard towards the PWID leads to positive expectation and better outcome. Interestingly in developing countries stereotypes are based on ignorance and families find it extremely difficult to disclose the presence of Intellectual Disability (ID) as it is considered to be a ‘loss of face'' and is believed to tarnish the family reputation. Hence, families often adopt strategies to hide the existence of a disability, which in turn delays the treatment, and rehabilitation of PWID. Along with parents and family members other stakeholders like siblings and relatives, teachers, educationists, health professionals and general public's attitudes towards them are highly influential factors for their rehabilitation and integration in the mainstream community. Hence, this chapter is an attempt to focus on the importance of attitude that determines the course towards acceptance of PWID. The authors' focus is on the various perceptions towards intellectual disability and the implications of the favorable and unfavorable attitudes towards PWID since the Egyptian era in developed and developing nations. Further, the recommendations provided are for the policymakers and stakeholders to design intervention programs to alter people's attitude towards acceptance and compassion towards PWID. This is believed to help in their rehabilitation, and integration into the society at all levels and thereby reduces the prejudice and discrimination towards them.
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Hazarika, Mythili, and Sandamita Choudhury. "Attitude towards People with Intellectual Disabilities (PWID)." In Handbook of Research on Diagnosing, Treating, and Managing Intellectual Disabilities, 237–61. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0089-6.ch013.
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History on PWID indicates influence of various psycho-social, biological, religious and educational factors for the existence of stereotypical attitudes towards PWID. Across the world until the mid-80's they were a marginalized group of people who were discriminated from others' who considered themselves as “normal”. But since the early part of the 21st century significant efforts have been reported across countries in integrating and mainstreaming the PWID in the community at large. To attain this challenging milestone attitude plays a very significant role. Families of PWID undergo high levels of stress and emotional reactions resulting from daily care demands, emotional distress, interpersonal difficulties (family discord), financial hardships as well as social isolation which call for intervention not just for the intellectually disabled but also with the family members. Positive attitude among the health and all professionals with humane qualities such as empathy, genuineness, unconditional positive regard towards the PWID leads to positive expectation and better outcome. Interestingly in developing countries stereotypes are based on ignorance and families find it extremely difficult to disclose the presence of Intellectual Disability (ID) as it is considered to be a ‘loss of face'' and is believed to tarnish the family reputation. Hence, families often adopt strategies to hide the existence of a disability, which in turn delays the treatment, and rehabilitation of PWID. Along with parents and family members other stakeholders like siblings and relatives, teachers, educationists, health professionals and general public's attitudes towards them are highly influential factors for their rehabilitation and integration in the mainstream community. Hence, this chapter is an attempt to focus on the importance of attitude that determines the course towards acceptance of PWID. The authors' focus is on the various perceptions towards intellectual disability and the implications of the favorable and unfavorable attitudes towards PWID since the Egyptian era in developed and developing nations. Further, the recommendations provided are for the policymakers and stakeholders to design intervention programs to alter people's attitude towards acceptance and compassion towards PWID. This is believed to help in their rehabilitation, and integration into the society at all levels and thereby reduces the prejudice and discrimination towards them.
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Rössler, W. "Rehabilitation techniques." In New Oxford Textbook of Psychiatry, 1399–403. Oxford University Press, 2012. http://dx.doi.org/10.1093/med/9780199696758.003.0176.
Full textAbstract:
The goal of psychiatric rehabilitation is to help disabled individuals to establish the emotional, social, and intellectual skills needed to live, learn, and work in the community with the least amount of professional support. Rehabilitation practice has changed the perception of mental illness. Enabling disabled people to live a normal life in the community causes a shift away from a focus on an illness model towards a model of functional disability. As such, other outcome measures aside from clinical conditions become relevant. Social role functioning including social relationship, work, and leisure as well as quality of life and family burden are of major interest for the people affected living in the community. The relevance of psychosocial and environmental problems is reflected in the DSM-IV and ICD-10. Axis IV of DSM-IV and codes Z55–Z65 and Z73 of ICD-10 are assigned for reporting psychosocial and environmental problems that may affect the diagnosis, treatment, and prognosis of mental disorders.
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Tomczyszyn, Dorota. "Trudności w realizacji ról rodzicielskich rodziców dzieci z niepełnosprawnością intelektualną." In Kiedy myślimy rodzina..., 231–48. Uniwersytet Papieski Jana Pawła II w Krakowie. Wydawnictwo Naukowe, 2016. http://dx.doi.org/10.15633/9788374385091.17.
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The paper presents the results of research on difficulties in realization of parental roles of parents of children with intellectual disabilities. The author has surveyed 222 parents of children with intellectual disabilities, including 111 mothers and 111 fathers. The research was completed in 2013 and 2014 in the Lublin Province. On the basis of parents’ declarations it can be seen that most respondents did not encounter difficulties in the professional sphere or the sphere of marriage, but in tasks connected with raising a child with a disability. Problems that appear in parenting children with disabilities concern most often health care services, rehabilitation and the way the disabled are treated by others.
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Shaheen, Aaron. "Redeeming Reconstruction." In Great War Prostheses in American Literature and Culture, 54–95. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198857785.003.0003.
Full textAbstract:
The chapter assesses the government-sponsored periodical Carry On, which frequently used the term “spirit” not just to describe the resilience of individual disabled veterans, but also the intellectual and artistic capabilities that distinguished Anglo-Americans from other races and ethnicities. In its run from 1918 to 1919,Carry On showcased the federal government’s new rehabilitative and vocational services by implicitly and explicitly drawing on evolutionary frameworks to show that only Anglo-American men were capable of transforming a prosthetic into a soul-enriching, civilization-advancing device. To make this point clearer, the magazine features several disabled African American soldiers, whose evolutionary stagnancy renders them unable to make prosthetics spiritually transformative instruments. Their depicted deficiencies are similar to the articles’ renderings of German primitiveness and brutality. In this light, the magazine shows just how slippery and manipulative racial codification could be in the opening decades of the twentieth century.
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Moore, Adam. "Disability as a Social Justice Imperative." In Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society, 13–29. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3542-7.ch002.
Full textAbstract:
Educators in the United States have the legal obligation to ensure that students with disabilities are given equitable access to an education. Under the Individuals with Education Act (2004), Section 504 of the Rehabilitation Act (1973), and the Americans with Disabilities Act (1990), individuals with disabilities cannot be discriminated against based on their disability and must be provided the same educational opportunities as their non-disabled counterparts. While most teacher preparation programs as well as educators in higher education are knowledgeable of these laws, there is a striking absence of learning about the historical implication of segregation, abuse, and maltreatment of individuals with disabilities that led to these laws being enacted. Most teacher preparation programs do not teach future educators about the history regarding disability rights and the social construct of disability. This chapter will present the major theoretical and historical movements in the disability rights movement, as well as the practical implications for educators today.
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Radden, Jennifer. "Rights, responsibilities, and mental illnesses: A chronology of the Szasz decades." In Thomas Szasz, edited by C. V. Haldipur, James L. Knoll, and Eric v. d. Luft, 237–55. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198813491.003.0019.
Full textAbstract:
Szasz’s influence through the intellectual history of individual responsibility is powerful. If mental illness is a myth, then ethical consequences follow, although some ethical developments have ontological, very Szaszian, implications. Szaszian writing is replete with his ethical conception of individual responsibility, emphasizing rights, freedom, autonomous agency, and human dignity for persons with aberrant behaviors. Themes of individual responsibility may be sorted into four variants, loosely identifiable by decade: (1) stress on mental patients’ rights (1970s); (2) application of identity politics to the mentally disabled (1980s and 1990s); (3) emergence of self-help approaches through recovery, rehabilitation, and other “consumer” and “survivor” movements (1990s and 2000s); and (4) trend toward public mental health as prevention, associated with global mental health policy (2000s to the present). Each may be critically evaluated in relation to personal responsibility. The idea of prevention reverts to ontology. Revised public mental health models mirror Szasz’s ontology of mental illness.