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Books on the topic 'Intellectually disabled'

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Published: 4 June 2021
Last updated: 1 February 2022

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1

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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2

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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3

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

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4

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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5

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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6

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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7

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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8

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

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9

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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10

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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11

June, Maker C., ed. Intellectual giftedness in disabled persons. Rockville, Md: Aspen Systems Corp., 1985.

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12

Grigal, Meg. Think college!: Postsecondary education options for students with intellectual disabilities. Baltimore, Md: Paul H. Brookes Pub. Co., 2010.

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13

Morris, John N., and Lynn A. Martin. interRAI Intellectual Disability Collaborative Action Plans (CAPs): For use with the intellectual disability assessment instrument. 9th ed. [Ann Arbor, Michigan]: interRAI, 2013.

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14

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

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15

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

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16

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

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17

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

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18

Baker, Bruce L. Parent training and developmental disabilities. Washington, DC: American Association on Mental Retardation, 1989.

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19

1937-, Davis William Edmund, ed. Resource guide to special education: Terms, laws, assessment procedures, organizations. 2nd ed. Boston: Allyn and Bacon, 1986.

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20

Jan, Walmsley, and Wolfe Marie, eds. People with intellectual disabilities: Towards a good life? Bristol: Policy, 2010.

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21

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

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22

Clinical psychology and people with intellectual disabilities. 2nd ed. Chichester, West Sussex: John Wiley & Sons, 2012.

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23

Hirdes, John P., and John N. Morris. interRAI intellectual disability (ID) assessment form and user's manual. 9th ed. [Ann Arbor, Mich.]: interRAI, 2013.

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24

Richard, Sobsey, ed. Educating children with multiple disabilities: A transdisciplinary approach. 3rd ed. Baltimore: P.H. Brookes Pub. Co., 1996.

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25

Richard, Sobsey, ed. Educating children with multiple disabilities: A transdisciplinary approach. Baltimore: Brookes Pub. Co., 1987.

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26

Richard, Sobsey, ed. Educating children with multiple disabilities: A transdisciplinary approach. 2nd ed. Baltimore: P.H. Brookes Pub. Co., 1991.

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27

Intellectually gifted, learning disabled students: A special study. Reston, Va: Council for Exceptional Children, 1987.

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28

Selected Readings: Sexual Offenders Identified As Intellectually Disabled. Safer Society Pr, 1987.

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29

Haaven, James, Dan Petre-Miller, and Roger Little. Treating Intellectually Disabled Sex Offenders: A Model Residential Program. Safer Society Pr, 1989.

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30

Owen, Challinger Dennis, and Australian Institute of Criminology, eds. Intellectually disabled offenders: Proceedings of a seminar, held 22-24 April 1987. Canberra, A.C.T: Australian Institute of Criminology, 1987.

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31

Hansford, Susan J. Intellectually Gifted Learning Disabled Students: A Special Study (An ERIC exceptional child education report). Council Exceptional Children, 1987.

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32

Knopp, F., and L. Lacke. Sexual Offenders Identified As Intellectually Disabled a Summary of Data from 40 Treatment Providers. Safer Society Pr, 1987.

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33

Australian Institute of Criminology (Corporate Author) and Dennis Owen Challinger (Editor), eds. Intellectually Disabled Offenders: Proceedings of a Seminar, Held 22-24 April 1987 (Proceedings / AIC Seminar). Natl Gallery of Australia, 1987.

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34

Trent, James W. The Remaking of Intellectual Disability. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199396184.003.0007.

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The 1950s began two decades of the greatest growth in the populations of institutions for intellectually disabled children and adults. During the time, physicians routinely told families to “put away” their young disabled children. The chapter considers books and articles written in the popular press by some of these parents—Peal Buck, Dale Evans Rogers, Eunice Shriver, and others. Out of these writings, parents formed a national association—the Association for Retarded Children. Despite greater public services for mentally retarded people, the public institutions continued to grow in size and numbers. By the late 1960s reports emerged about the terrible conditions in these facilities. Beginning in the 1970s, a new shift would occur in services for mentally retarded citizens—deinstitutionalization and community based programs. Using law suits, federal legislation, and the new ideology of “normalization,” advocates began a process that continues. Intellectually disabled were becoming, once again, members of communities. This direction has resulted a mixture of successes and failures.
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35

Blume, John H., Sheri L. Johnson, and Amelia C. Hritz. The American experience with the categorical ban against executing the intellectually disabled: New frontiers and unresolved questions. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780198722373.003.0012.

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In 2002, in Atkins v Virginia, the US Supreme Court ruled that executing individuals with intellectual disability violated the Constitution’s Cruel and Unusual Punishment Clause. The Court, however, left it to the states to implement the new categorical exclusion. Post-Atkins, some states have adopted definitions of intellectual disability and procedures that make it virtually impossible for defendants to prevail. Setting aside the disparate treatment of those who clearly fall within the clinical definition of intellectual disability, questions remain about the fairness and morality of executing someone who falls just on the ‘wrong’ side of the diagnostic line, but in every relevant respect is equally disabled. Atkins represents a steps down the road toward humanitarian recognition that many persons with mental disabilities are not sufficiently morally culpable for the death penalty.
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36

Brown, Angela West. Lost and Found: Educating Parents of Intellectually Disabled High School Students How to Navigate Through College and Beyond. Angela West Brown, 2018.

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37

Trent, James W. Intellectual Disability and the Dilemma of Doubt. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199396184.003.0008.

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The decades since the passage of the 1990 Americans with Disability Act, have seen the continuing depopulation of the institutions. Today many have closed, and those that remain have reduced their populations. The community is now the principal focus of services. Yet, intellectual disabled adults continue to have trouble finding gainful employment. The chapter reviews this recent history by considering changing definitions of intellectual disability. It then considers “sins of the past” made recently public: medical experimentation on intellectually disabled people at the Fernald State School and the eugenic sterilization program in North Carolina. Finally, the chapter reviews changing assumptions and attitudes about Down syndrome, and their bearing on “life not worth living” and the new eugenics.
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38

Trent, James. Inventing the Feeble Mind. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199396184.001.0001.

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Pity, disgust, fear, cure, and prevention—all are words that Americans have used to make sense of what today we call intellectual disability. Inventing the Feeble Mind explores the history of this disability in the United States from its several identifications over the past 200 years—idiocy, imbecility, feeblemindedness, mental defect, mental deficiency, mental retardation, and most recently intellectual disability. Using institutional records, private correspondence, personal memories, and rare photographs, James Trent argues that the economic vulnerability of intellectually disabled people (and often their families), more than the claims made for their intellectual and social limitations, has shaped meaning, services, and policies in United States history.
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39

Learning Disability: Past, Present and Future. Taylor & Francis Group, 2015.

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40

Yip, Kam-Shing, Bonnie Mak, Agnes Lau, Mandy Au Yeung, and Karis Lau. Emotionality, Intimacy and Trauma of Intellectually Disabled Clients with Self Harm, Aggression, Disturbing Behaviors and/or Emotional Fluctuation: Humanistic Interpretation and Intervention. Nova Science Publishers, Incorporated, 2020.

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41

Mental Retardation (6th Edition). 6th ed. Prentice Hall, 2001.

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42

Noll, Steven. Institutions for People with Disabilities in North America. Edited by Michael Rembis, Catherine Kudlick, and Kim E. Nielsen. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190234959.013.19.

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The institution or asylum in North America was established as a mechanism for confining, controlling, and containing groups of individuals classified and labeled as mentally ill or intellectually disabled and defined as deviant, defective, or delinquent. These congregate facilities, established both for the protection of the individuals housed there and for the simultaneous protection of society from those same people, developed into massive structures designed to accommodate thousands of residents/patients/inmates. The rationale behind the rapid rise of the institution throughout the nineteenth and into the mid-twentieth centuries paralleled the growth of modern medicine and psychiatry. By the 1950s, institutions housed hundreds of thousands of individuals. Yet by the start of the twenty-first century, the institutional model had been intellectually discredited, and these facilities had been all but abandoned. This rather astounding demise mirrored broader social, scientific, and medical trends.
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43

Sensen, Oliver. Respect for Human Beings with Intellectual Disabilities. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198812876.003.0005.

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Respect for persons is a central element of our ordinary moral views. However, there is a growing demand to include not just normal human adults, but also animals, the environment, and other traditions, etc., and to uphold a unified account of respect that seamlessly includes all of these beings. This chapter argues that this demand is best captured not by a third-person account that grounds the requirement to respect others in an objective value the other possesses, nor in a second-person account, but if one holds that there are internal, first-person reasons to adopt an attitude of respect. This chapter further argues that such reasons can be supported by every major normative outlook, such as Virtue Ethics, Consequentialism, and Deontology. The chapter considers which understanding of respect best fits our intuitions, and it then applies this view to the question of respect for intellectually disabled human beings.
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44

Martin, Agran, Marchand-Martella Nancy E, and Martella Ronald C, eds. Promoting health and safety: Skills for independent living. Baltimore: Paul H. Brookes Pub. Co., 1994.

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45

(Editor), Nancy E. Marchand-Martella, Martin Agran (Editor), and Ronald C. Martella (Editor), eds. Promoting Health and Safety: Skills for Independent Living. Paul H Brookes Pub Co, 1994.

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46

Gill, Michael. Already Doing It: Intellectual Disability and Sexual Agency. Univ Of Minnesota Press, 2015.

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47

D, Lloyd John Ph, Singh Nirbhay N, and Repp Alan C, eds. The Regular education initiative: Alternative perspectives on concepts, issues, and models. Sycamore, IL: Sycamore Pub. Co., 1991.

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48

H, Horner Robert, Meyer Luanna H, and Fredericks H. D. Bud, eds. Education of learners with severe handicaps: Exemplary service strategies. Baltimore, MD: P.H. Brookes Pub. Co., 1986.

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49

Lutz, Amy S. F. We Walk. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501751394.001.0001.

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In this collection of essays, the author writes openly about her experience as a mother of a now twenty-one-year-old son with severe autism. The author's human emotion drives through each page and challenges commonly held ideas that define autism either as a disease or as neurodiversity. The book is inspired by the author's own questions: What is the place of intellectually and developmentally disabled people in society? What responsibilities do we, as citizens and human beings, have to one another? Who should decide for those who cannot decide for themselves? What is the meaning of religion to someone with no abstract language? Exploring these questions, the book examines social issues such as inclusion, religion, therapeutics, and friendship through the lens of severe autism. In a world where public perception of autism is largely shaped by the “quirky geniuses” featured on television shows like The Big Bang Theory and The Good Doctor, this book demands that we center our debates about this disorder on those who are most affected by its impacts.
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50

Prasher, Vee, and Matthew Janicki. Physical Health of Adults with Intellectual Disabilities. Wiley & Sons, Incorporated, John, 2008.

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