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Journal articles on the topic 'Intellectually disabled'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Soman, Meril Ann, Ramakrishna Avadhani, Rani Nallathamby, Meera Jacob, and Charly Chacko Joseph. "FINGERPRINT PATTERN CHARACTERISTICS OF INTELLECTUALLY DISABLED CHILDREN - AN ORIGINAL STUDY." Journal of Health and Allied Sciences NU 05, no. 01 (March 2015): 014–16. http://dx.doi.org/10.1055/s-0040-1703855.

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AbstractFingerprint patterns are unique patterns made by friction ridges and furrows present on the pads of finger tips. Uniqueness and persistence are the two underlying features of fingerprint patterns. Aim of this present study was to determine the differences in the incidence of fingerprint patterns in intellectually disabled children compared to normal healthy children. Intellectual disability is a generalized disorder appearing before adulthood and is characterized by limitations in both intellectual functioning and in adaptive behavior. The present study comprising of 120 students (60 intellectually disabled and 60 controls) was carried out in Pediatrics outpatient department, Yenepoya Medical College and Hospital, Mangalore. The incidence of the four fingerprint patterns (Ulnar loop, Radial loop, Whorls and Arches) were determined in both the groups. Ulnar loop pattern had the highest incidence in both the groups and the least incidence was shown by arch pattern. There exists difference in the frequency of the fingerprint patterns in males and females of both the groups. The study was conducted to observe for any difference in the incidence of fingerprint patterns between intellectually disabled and normal children.

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12

Chaudhary, Shreya. "MY CHILD’S DISABILITY AND ME”: IMPACT OF CHILD DISABILITY ON MATERNAL QUALITY OF LIFE AND COPING STRATEGY." Journal of University of Shanghai for Science and Technology 23, no. 07 (August 1, 2021): 1406–18. http://dx.doi.org/10.51201/jusst/21/07331.

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The birth of differently-abled child brings huge impact on the life of parents. This condition results in adverse impact on quality of life of parents. The study examined the components of quality of life and coping strategies of mothers of children with visual impairment, hearing impairment, locomotor disability, and intellectual disability. This was a cross-sectional, ex-post facto research study. The statistical population included the mothers of differently abled children. 200 mothers of differently-abled children participated in the study. WHOQOL-BREF and Coping strategies scale was used for data collection. Findings revealed that the quality of life has statistically significant difference among the mothers of visually impaired, hearing-impaired children and mothers of locomotor disabled and intellectually disabled children. The mothers of visually impaired and hearing-impaired children use approach coping more than the mothers of intellectually disabled and locomotor disabled children. The avoidance coping is used more by mothers of locomotor disabled children followed by mothers of intellectually disabled children. Efficient social skill training programs should be provided to enhance their social network and quality of life. The professionals should also assess the needs, potential problems of mothers and integrate effective strategies with the treatment of their children.

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13

M�hlhauser, Ingrid. "Understanding breast cancer screening: should the intellectually non-disabled make decisions for the intellectually disabled?" Sozial- und Pr�ventivmedizin SPM 49, no. 6 (December 2004): 359–60. http://dx.doi.org/10.1007/s00038-004-4024-8.

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14

Arzeen, Naeema, Erum Irshad, Saima Arzeen, and Syed Mubashar Shah. "STRESS, DEPRESSION, ANXIETY, AND COPING STRATEGIES OF PARENTS OF INTELLECTUALLY DISABLED AND NON-DISABLED CHILDREN." Journal of Medical Sciences 28, no. 4 (December 31, 2020): 380–83. http://dx.doi.org/10.52764/jms.20.28.4.17.

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Objectives: The current study investigated the differences on stress, depression, anxiety, and coping strategies of parents of intellectually disabled and non-disabled children. Material and Methods: Sample consisted of parents (N=300) that was further divided into two groups (parents of intellectually disabled children; n=150 and parents of non-disabled children; n=150). Data was collected from Peshawar, Islamabad, Rawalpindi, and Wah Cantt; for this purpose consent form, demographic information sheet, along with two standardized scales Depression Anxiety Stress Scale (DASS-42) and Brief COPE were given to the parents of disabled children and non-disabled children. Results: The study shows that significant mean differences were observed on DASS; intellectually disabled children’s parents reported higher stress, depression, and anxiety than non-disabled children’s parents. Non-significant mean differences were observed in subscale of Brief COPE, except on self-blame in which parents of intellectually disabled children scores were higher as compared to the parents of non-disabled children. Conclusion: The findings depicted that disability raises extra burden on the parents which promoted stress, depression, and anxiety. After developing these psychopathologies parents became over sensitive and got emotional and used emotion based coping patterns. They easily blame themselves for the disability and all the problems which are directly linked with it.

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15

&NA;. "Pharmacotherapy challenging in the intellectually disabled." Inpharma Weekly &NA;, no. 1197 (July 1999): 2. http://dx.doi.org/10.2165/00128413-199911970-00002.

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16

Morad, Mohammed. "Gastrointestinal Bleeding in the Intellectually Disabled." Southern Medical Journal 101, no. 1 (January 2008): 11. http://dx.doi.org/10.1097/smj.0b013e31815d24ff.

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17

LoPiano, Jillian. "Contraceptive Options for Intellectually Disabled Women." Postgraduate Obstetrics & Gynecology 30, no. 2 (January 2010): 1–5. http://dx.doi.org/10.1097/01.pgo.0000366923.10956.d4.

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&NA;. "Contraceptive Options for Intellectually Disabled Women." Postgraduate Obstetrics & Gynecology 30, no. 2 (January 2010): 6. http://dx.doi.org/10.1097/01.pgo.0000366924.18580.51.

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19

Castell, Lindsay. "Building access for the intellectually disabled." Facilities 26, no. 3/4 (February 29, 2008): 117–30. http://dx.doi.org/10.1108/02632770810849463.

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20

Slevin, E., M. Truesdale-Kennedy, R. McConkey, B. Livingstone, and P. Fleming. "Obesity and overweight in intellectual and non-intellectually disabled children." Journal of Intellectual Disability Research 58, no. 3 (September 7, 2012): 211–20. http://dx.doi.org/10.1111/j.1365-2788.2012.01615.x.

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21

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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Shanbhag, Prajakta P., and Bharat Gupta. "Knowledge and Oral Health Attitudes among Care Providers of Children with Intellectual Disabilities: A Cross-sectional Study." Journal of Contemporary Dentistry 4, no. 2 (2014): 92–98. http://dx.doi.org/10.5005/jp-journals-10031-1076.

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ABSTRACT Background Intellectual disability is characterized by significant limitations in both intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills. This disability originates before the age of 18 years. Intellectual disability is also known as mental retardation (MR). The knowledge and awareness among parents, guardians or care providers of individuals with intellectual disabilities is extremely important since they play an important role in the formation and maintenance of oral health in their children. Objectives This study was carried out to gauge the awareness of care providers of intellectually disabled children from two different institutions in Mumbai and Navi Mumbai, India concerning their oral hygiene. Materials and methods A simple prestructured questionnaire was distributed among the care providers at two recognized institutions for children with intellectual disabilities in order to determine their knowledge and awareness as regards to the oral hygiene practices and significance of good oral health. The questionnaire was distributed among 120 parents, guardians or care providers of intellectually disabled children, out of which 103 care providers completed the questionnaire. Results The knowledge and awareness of parents was reasonable, but their oral health attitudes were lacking satisfaction. In spite of this, it was seen that the care providers in this study acknowledged the importance of good oral health and its implications on the general well-being of their children. The study revealed that 83% of care providers were unaware about the importance of fluoride in prevention of dental caries, although 95.10% were interested in educating themselves about the importance of oral health. Conclusion The parents/guardians of intellectually disabled children need to be counseled and made conscious about the consequences of negligence toward the oral health of their intellectually disabled children, and the significance of regular dental check-ups. They must be made aware of the various options available in order to prevent the occurrence of oral ailments in their children. How to cite this article Shanbhag PP, Ram SM, Gupta B. Knowledge and Oral Health Attitudes among Care Providers of Children with Intellectual Disabilities: A Cross-sectional Study. J Contemp Dent 2014;4(2):92-98.

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Al Hazmi, Adnan Nasser, and Aznan Che Ahmad. "Universal Design for Learning to Support Access to the General Education Curriculum for Students with Intellectual Disabilities." World Journal of Education 8, no. 2 (April 3, 2018): 66. http://dx.doi.org/10.5430/wje.v8n2p66.

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The issue concerned with enhancing support to the intellectually disabled students for enabling them to access thegeneral education has gained significant importance in the recent years all over the world. The intellectually disabledstudents suffer from neurodevelopmental disorders that acts as a barrier to the normal functioning of the brain andslow down the learning abilities and proper development of an individual. The presence of intellectual disabilitiesaffects both the mental and physical well-being of the students by causing issues for them to understand, thinklogically, speak, remembering things, and find solutions to the problems. Many research studies are conducted acrossthe world for finding the ways and designing innovative models that can help in increasing the access to generaleducation for these students with special needs. The universal design for learning framework also aims at providingsupport to the intellectually disabled students for gaining access to general education by enhancing their intellectualfunctioning and ability to adapt.

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Roberts, Clare. "Vineland Adaptive Behaviour Scales: Implications of Using the Australian Checknorms for the Diagnosis of Intellectual Disability." Australian Educational and Developmental Psychologist 10, no. 1 (May 1993): 9–14. http://dx.doi.org/10.1017/s0816512200026754.

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AbstractThis paper reports a comparison between United States norms and the Australian Checknorms of the Vineland Adaptive Behaviour Scales, and the implications for the diagnosis of intellectual disability. One hundred and twenty-five children with developmental disabilities aged between 4 and 10 years received two separate diagnoses relating to intellectual disability. One was based on their level of intellectual functioning plus their Adaptive Behaviour Composite score calculated using the United States norms of the Vineland Adaptive Behaviour Scales. A second diagnosis was based on their level of intellectual functioning and an adjusted Adaptive Behaviour Composite score using the Australian Checknorms. The results indicated that there was a significant difference between scores and that this difference was clinically meaningful in 10.4% of the subjects. For a small and statistically non-significant number of children (five) the difference between scores led to a change in diagnosis from intellectually disabled to not intellectually disabled. Implications for the assessment of children with developmental disabilities are discussed.

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Haynes, Courtney A., and Thurmon E. Lockhart. "Differences in Gait Parameters between Non-Disabled and Intellectually Disabled Adults." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 52, no. 22 (September 2008): 1800–1804. http://dx.doi.org/10.1177/154193120805202204.

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&NA;. "Antipsychotics for aggression unhelpful for intellectually disabled." Inpharma Weekly &NA;, no. 1620 (January 2008): 22. http://dx.doi.org/10.2165/00128413-200816200-00034.

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Coren, Esther, Jemeela Hutchfield, Manuela Thomae, and Carina Gustafsson. "Parent training support for intellectually disabled parents." Campbell Systematic Reviews 6, no. 1 (January 2010): 1–60. http://dx.doi.org/10.4073/csr.2010.3.

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Khalid, Kamran, Saleh M. Al-Salamah, Ibrahim Al-Teimi, and Nasser Faleh Al-Dossary. "Gastrointestinal Tract Bleeding in Intellectually Disabled Adults." Southern Medical Journal 101, no. 1 (January 2008): 29–34. http://dx.doi.org/10.1097/smj.0b013e31815d2bd8.

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Kontu, Elina, and Raija Pirttimaa. "The assessment of severely intellectually disabled students." European Journal of Special Needs Education 23, no. 1 (February 2008): 75–80. http://dx.doi.org/10.1080/08856250701791427.

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30

Edwards, S. D. "The Moral Status of Intellectually Disabled Individuals." Journal of Medicine and Philosophy 22, no. 1 (February 1, 1997): 29–42. http://dx.doi.org/10.1093/jmp/22.1.29.

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Keeling, Jenny A., and John L. Rose. "Relapse Prevention with Intellectually Disabled Sexual Offenders." Sexual Abuse: A Journal of Research and Treatment 17, no. 4 (October 2005): 407–23. http://dx.doi.org/10.1177/107906320501700405.

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Kelly, B. D. "Mental health need amongst the intellectually disabled." Irish Journal of Medical Science 182, no. 3 (April 24, 2013): 539. http://dx.doi.org/10.1007/s11845-013-0958-2.

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Manal Mohammed Hussain Shaban, Amlak Muraddid Al-Jedaani, Manal Mohammed Hussain Shaban, Amlak Muraddid Al-Jedaani. "The reality of practicing sports activities modified for people with mild intellectual disabilities from the perspective of the teacher: واقع ممارسة الأنشطة الرياضية المكيفة للأشخاص ذوي الإعاقة الفكرية البسيطة من وجهة نظر المعلمين." مجلة العلوم التربوية و النفسية 5, no. 27 (July 28, 2021): 43–21. http://dx.doi.org/10.26389/ajsrp.n060221.

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The current study aimed to identify the reality of practicing sports activities modified for people with mild intellectual disabilities from the perspective of the teacher, in light of some variables including "Gender, Academic Qualification and Sector". The sample of the study included of (105) male and female current teachers of intellectually disabled in the governmental and private sectors. They were chosen randomly using the descriptive methodology, and the results concluded that the degree of applying modified sports activities with people with simple intellectual disabilities was moderate, with no statistically significant differences in the domain of (physical sensory environment for sports activities, the degree of availability of human resources qualified to train sports activities, and the role of the teachers of mentally disabled to activate sports activities) are attributed to the gender and the educational qualification variables, with statistically significant differences in the domain of (physical sensory environment for sports activities) attributed to the sector variable and came in favor of the private sector. The researcher recommended the importance of activating the various sporting activities for the intellectually disabled by qualified specialists in order to adopt planned and organized training programs.

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Saragih, Adelin Australiati, and Budi Andayani. "Buku Panduan Aman untuk Mengajarkan Keterampilan Bina Diri Berpakaian pada Anak Tunagrahita." Gadjah Mada Journal of Professional Psychology (GamaJPP) 5, no. 2 (October 30, 2019): 173. http://dx.doi.org/10.22146/gamajpp.49957.

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One of the daily living skills that is less acquired by the intellectually disabled children is dressing skill. Mother of the intellectually disabled children very often assist them to put on their dresses. Their mothers are often reluctant to train them to put on their attires appropriately by themselves due to the lack of information on the ways to train appropriate dressing. The objective of this study was to validate guide book AMAN (Anak MAndiri berpakaiaN), which was aimed to be used by mothers to train the self dressing skill to their intellectually disabled children. The validating process of the book was done by applying content validity test by involving 7 expert panelists who scored the contents of the guide book. The implementation of this guide book was studied using quasi experiment method with one group pretest-posttest design involving 15 subjects. The findings indicated that the guide book AMAN has a significant content validity with V values ranging from 0.71 to 0.91 on each aspect of its content. The guide book AMAN potentially increased the parents’ knowledge in training dressing skills to intellectually disabled children with z value of -3.205 (p < 0.05).

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Golden, Janet, and John T. Duffy. "“Normal Enough”: Paula Patton, Intellectually Disabled Immigrant Children, and the 1924 Immigration Act." Journal of Social History 53, no. 3 (January 10, 2019): 792–816. http://dx.doi.org/10.1093/jsh/shy098.

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Abstract Focusing on immigration in the 1920s, we trace the history of efforts made on behalf of intellectually disabled children who entered the United States on bond during World War I and were subsequently given orders of deportation. Thanks to the activism of community members and ethnic organizations who brought federal lawsuits on their behalf and reached out to Congress and to Presidents Harding and Coolidge, the Immigration Act of 1924 permitted the secretary of labor to allow these young people to remain in the United States. We suggest the need to reconsider the chronology of activism on behalf of the disabled and argue that community skepticism about deportation deserves greater exploration. Finally, we note the challenges to medical authority posed by supporters of the intellectually disabled. Our analysis focuses on the example of Paula Patton, an intellectually disabled girl, and on Clara Kinley, the community activist who supported Paula’s effort to avoid deportation.

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Kaliszewska, Karolina, and Teresa Żółkowska. "The pattern of law principles’ comprehension by persons with mild intellectual disability." Men Disability Society 47, no. 1 (March 30, 2020): 37–69. http://dx.doi.org/10.5604/01.3001.0014.0695.

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This article presents the research conducted on intellectually disabled persons employed in the Professional Activation Municipality Institution in Dobra (Poland). The main aim of this analysis was to uncover how persons with mild intellectual disability understand law principles. In the conducted studies qualitative strategies, such as, imperative theoretical paradigm and phenomenological approach were used. Gathered empirical materials were used as a basis for reconstructing the experiences of researched employees, by decoding and describing the way mildly disabled persons understand law principles.

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Abdulla, Mehnaz, and Annie Rajaratnam. "Hysterectomy in the Intellectually Disabled Girl – From the Perspective of Indian Mothers." Indian Journal of Obstetrics and Gynecology 7, no. 1 (2019): 49–53. http://dx.doi.org/10.21088/ijog.2321.1636.7119.9.

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Lakhan, Ram. "The Coexistence of Psychiatric Disorders and Intellectual Disability in Children Aged 3–18 Years in the Barwani District, India." ISRN Psychiatry 2013 (May 7, 2013): 1–6. http://dx.doi.org/10.1155/2013/875873.

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Background. The coexistence of psychiatric disorders in people with intellectual disability (ID) is common. This study determined the prevalence of psychiatric disorders in children with ID in Barwani, India. Method. A total of 262 children with ID were evaluated for psychiatric disorders using the diagnostic criteria outlined in the International Classification of Diseases (ICD-10). Results. Psychiatric disorders appeared in study participants at the following rates: attention deficit hyperactivity disorder (ADHD), 6.5%; autism, 4.2%; anxiety, 2.7%; bipolar disorder, 1.1%; delusional disorder, 0.8%; depression, 2.3%; obsessive-compulsive disorder, 0.8%; schizophrenia, 1.9%; enuresis, 10.3%; epilepsy, 23.7%; and behavioral problems, 80.9%. The prevalence of psychiatric disorders was statistically higher in severely intellectually disabled children () than mildly intellectually disabled children (). Conclusions. There is a higher prevalence of psychiatric disorders in children with ID when their compared with ID children whose .

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Hussain, Ijaz, Mary Delaney Warner, and Brian Hallahan. "Psycho-education of families in relation to their siblings' psychiatric illness." Irish Journal of Psychological Medicine 26, no. 2 (June 2009): 69–72. http://dx.doi.org/10.1017/s0790966700000252.

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AbstractObjectives:The aim of this study was to determine the extent of knowledge that family members of intellectually disabled individuals had in relation to their siblings' psychiatric illness. All siblings lived in residential intellectually disabled housing.Method:We evaluated on three occasions (before providing information about their sibling's psychiatric illness and treatment, and one and six months after providing this information) the families' understanding of their siblings' psychiatric illness.Results:Initially families had a poor knowledge of their siblings' psychiatric illness and treatment, but this improved markedly after information was provided by a medical practitioner. This was a short-term effect, as at six months, families understanding had disimproved although not to pre-consultation levels.Conclusions:The provision of information to family members pertaining to their siblings' psychiatric diagnosis and treatment should be incorporated into the routine treatment of intellectually disabled individuals with a psychiatric illness.

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P X, Francina, Tintu N S, and Venishya Ivan. "Challenges of Parents with Two Intellectually Disabled Children." Artha - Journal of Social Sciences 17, no. 2 (April 1, 2018): 59–76. http://dx.doi.org/10.12724/ajss.45.4.

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This study was conducted to assess the psycho-social problems faced by parents with more than one intellectually disabled child in Mangalapuram Panchayath of Trivandrum District, Kerala. The psycho-social elements considered for this qualitative study includes emotional adaptability of parents, the role of support systems and the precautions taken by the family after the birth of the first child. Data were collected from 5 cases selected from the 15 cases identified in Mangalapuram panchayath. The cases were purposively selected from parents having minimum two disabled children. Data were collected using a semi-structured interview guide as a tool. The difficulty faced by the families with two disabled children reveals multiple levels of stress when compared to families with typically developing children. Such families face problems ranging from financial aspects to the physical, psychological and social aspects, which in turn affect their quality of life.

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Sasinthar, Karthikayini, Abhijit V. Boratne, Arun Sugumaran, and Raj Kumar Patil. "Measuring health-related quality of life of intellectually disabled children: a narrative review." International Journal Of Community Medicine And Public Health 8, no. 7 (June 25, 2021): 3652. http://dx.doi.org/10.18203/2394-6040.ijcmph20212628.

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To identify currently available measures of Health-related quality of life (HRQOL) for intellectually disabled children and to describe their content. A comprehensive retrieval of the English literature from 2001 to 2021 was done in the PubMed and Google Scholar. The terms ‘Intellectual disability’, ‘Differently abled’, ‘Special children’, ‘Differently challenged’, ‘Mental retardation’, ‘Health-related quality of life’, ‘Quality of life’, ‘Burden of intellectual disability’ and ‘India’ were used to identify measures of HRQOL for children’s with intellectual disability. Several tools were identified to measure HRQOL for children with intellectual disability. Many have parent proxy as well as self-report form with good validity and reliability. Though, they were often developed with minimal involvement from families, focus on functioning rather than wellbeing, and have items that sometimes may cause emotional upset. When children with different health problems are compared, the degree of their particular health condition should be measured. Furthermore, overlap of items seems not to be a problem when the HRQOL of children with intellectually disability is studied. Hence, HRQOL assessments are useful for collecting information beyond the clinical symptoms of a health problem thus improving quality of care.

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Pawlik, Sabina. "Twórczość artystyczna jako sposób urzeczywistniania paradygmatu emancypacyjnego." Interdyscyplinarne Konteksty Pedagogiki Specjalnej, no. 16 (September 9, 2018): 129–42. http://dx.doi.org/10.14746/ikps.2017.16.08.

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The article relates to artistic creation of intellectually disabled people as an example of possible means of their emancipation. In this paper I claim that artistic creation of intellectually disabled people may constitute a tool of self-expression, and as a result be a way to realize the emancipatory paradigm in special education. I have illustrated my hypothesis with some poetry written by two women affected by Down syndrome whose creation is a conscious act of formulating an autonomous artistic message.

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박지은. "History of the Intellectually Disabled Chior in Korea." Korean Journal of Music Therapy 12, no. 3 (November 2010): 39–61. http://dx.doi.org/10.21330/kjmt.2010.12.3.39.

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Thị Lệ Thu, Trần, and Nguyễn Thị Linh Chi. "Parental awareness of intellectually disabled childrens’ psychological traits." Journal of Science, Educational Science 60, no. 6BC (2015): 268–74. http://dx.doi.org/10.18173/2354-1075.2015-0136.

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김태형. "Intellectually Disabled Children's Physical Activity and Their Sociality." Journal of adapted physical activity and exercise 17, no. 1 (March 2009): 117–32. http://dx.doi.org/10.17006/kjapa.2009.17.1.117.

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Nayak, L. "Sexual scripts of people labelled as “intellectually disabled”." Sexologies 25, no. 3 (July 2016): e43-e46. http://dx.doi.org/10.1016/j.sexol.2016.05.003.

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McBrien, Judith. "The Intellectually Disabled Offender: Methodological Problems in Identification." Journal of Applied Research in Intellectual Disabilities 16, no. 2 (June 2003): 95–105. http://dx.doi.org/10.1046/j.1468-3148.2003.00153.x.

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Geskey, Joseph M., Heidi J. Erdman, Harry P. Bramley, Ronald J. Williams, and Michele L. Shaffer. "Superior Mesenteric Artery Syndrome in Intellectually Disabled Children." Pediatric Emergency Care 28, no. 4 (April 2012): 351–53. http://dx.doi.org/10.1097/pec.0b013e31824d9bc5.

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Raitasuo, Jouni, Pekka Mölsä, Seija Raitasuo, and Kari Mattila. "Deaths Among the Intellectually Disabled: A Retrospective Study." Journal of Applied Research in Intellectual Disabilities 10, no. 4 (December 1997): 280–88. http://dx.doi.org/10.1111/j.1468-3148.1997.tb00023.x.

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Coren, Esther, Jemeela Hutchfield, and Carina Gustafsson. "PROTOCOL: Parent training support for intellectually disabled parents." Campbell Systematic Reviews 6, no. 1 (January 2010): 1–16. http://dx.doi.org/10.1002/cl2.63.

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