Relevant bibliographies by topics / Intellectually handicapped

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Intellectually handicapped'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Intellectually handicapped"

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Rose, Bill, and Heather Fiala. "Between School and Work." Australasian Journal of Special Education 9, no. 1 (1985): 12–15. http://dx.doi.org/10.1017/s1030011200021278.

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The view is put that the least restrictive environment and the most appropriate climate for intellectually handicapped adolescents and young adults can be found or created in Colleges of Technical and Further Education in New South Wales and indeed across Australia. Such provision may also be the most appropriate for other categories of handicap, disability or disadvantage.There is still a tendency for the community at large to underestimate the potential of handicapped young people for development. Research, not generally well known and therefore not acted upon, shows that despite poor initia
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&NA;. "Lamotrigine may cause aggression in intellectually handicapped patients." Reactions Weekly &NA;, no. 696 (1998): 4–5. http://dx.doi.org/10.2165/00128415-199806960-00008.

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&NA;. "Lamotrigine may cause aggression in intellectually handicapped patients." Inpharma Weekly &NA;, no. 1132 (1998): 21. http://dx.doi.org/10.2165/00128413-199811320-00038.

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Cooper, D. W., and G. T. Long. "Difficult Fibreoptic Intubation in an Intellectually Handicapped Patient." Anaesthesia and Intensive Care 20, no. 2 (1992): 227–29. http://dx.doi.org/10.1177/0310057x9202000220.

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Verdugo, Miguel A., Belen G. Bermejo, and Jesus Fuertes. "The maltreatment of intellectually handicapped children and adolescents." Child Abuse & Neglect 19, no. 2 (1995): 205–15. http://dx.doi.org/10.1016/0145-2134(94)00117-d.

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Brimblecombe, F. S. W. "The Needs of Young Intellectually Retarded Adults." British Journal of Psychiatry 146, no. 1 (1985): 5–10. http://dx.doi.org/10.1192/bjp.146.1.5.

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It is now generally agreed that the words ‘handicapped individual’ need to be considered as having a social rather than a medical or educational meaning. To arrive at such a conclusion, however, it is necessary briefly to consider the words ‘impairment’, ‘disability’ and ‘handicap’ (Figure 1).
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Tiong, Stephanie-Jane, Neville M. Blampied, and Bonny Le Grice. "Training Community-Living, Intellectually Handicapped People in Fire Safety Using Video Prompting." Behaviour Change 9, no. 2 (1992): 65–72. http://dx.doi.org/10.1017/s0813483900006379.

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Four adult, moderately intellectually handicapped persons who lived independently in the community were trained in safe exiting from their bedrooms in the event of fire. Baseline levels of competence were low, typically less than 20% of steps correct. Training was introduced to each trainee following a multiple probe across subjects design. Failures to complete a step were followed by video prompting in which the trainee watched a video of a model (an intellectually handicapped male) demonstrate the correct performance of the step. Acquisition required at most 10 sessions, the skills transferr
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Roh, Su-Hee. "Exploratory Study on the Abuse on the Intellectually Handicapped." Journal of the Korea Contents Association 16, no. 10 (2016): 546–55. http://dx.doi.org/10.5392/jkca.2016.16.10.546.

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Mizuko, Mark, and Joe Reichle. "Transparency and Recall of Symbols among Intellectually Handicapped Adults." Journal of Speech and Hearing Disorders 54, no. 4 (1989): 627–33. http://dx.doi.org/10.1044/jshd.5404.627.

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The purpose of this investigation was to examine the transparency and recall of symbols representing three parts of speech (nouns, verbs, descriptors) from three different graphic symbol systems (Blissymbols, Picture Communication System, and Picsyms) among adults with intellectual handicaps. Results suggested that the Picture Communication System (PCS) and Picsyms were more transparent and easier to learn than Blissymbols. Subjects correctly identified significantly fewer Blissymbols representing nouns than either PCS or Picsyms representing nouns. In early stages of recall for nouns, PCS and
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Henderson, Sheila E., Sheelagh M. Illingworth, and John Allen. "Prolongation of Simple Manual and Vocal Reaction Times in Down Syndrome." Adapted Physical Activity Quarterly 8, no. 3 (1991): 234–41. http://dx.doi.org/10.1123/apaq.8.3.234.

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This study addressed the question of whether there is a specific reaction time deficit in individuals with Down syndrome. To investigate this question, the manual and vocal reaction times of 18 Down syndrome and 2 control groups were compared. One control group consisted of intellectually handicapped children matched on intellectual ability, the other consisted of younger nonhandicapped children also of similar mental age. The results confirmed that a specific RT deficit does indeed exist and is present for both manual and vocal responses.
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Dissertations / Theses on the topic "Intellectually handicapped"

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Dornan, Don, and n/a. "Peer perception of the intellectually handicapped." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20060705.131044.

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In 1980 Jackson and Knowles presented a paper at the Australian Group for the Study of Mental Deficiency [A.G.S.O.M.D.] conference in Launceston, Tasmania. The paper, titled "Primary School Children's Perceptions and Understandings of Mental Retardation", reported in detail responses on twenty questions from the sixty-three item questionnaire instrument used in their study. These twenty questions reflected stereotyped responses of an alarming nature. If these responses were a reflection of how Australian children generally thought, then integration of the intellectually handicapped child into
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Nyewe, Peter Khwezi. "The mainstreaming debate: a survey of parents' views in a special school for intellectually handicapped children in a disadvantaged context in the Western Cape." Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/17554.

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The main purpose of this study was to investigate the range of beliefs that a certain group of South African parents held about the appropriate educational placement of their children with mild to moderate intellectual handicaps. The sample consisted of 14 parents of children with mild to moderate intellectual handicaps attending at a special school for intellectually handicapped children in a disadvantaged context in the Western Cape. In line with the qualitative approach, semi-structured interviews with open elided questions were used to collect the data. Interviews were used rather than que
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Lyles, Sigrid K. "Patterns and perceptions of friendship among mainstreamed intellectually impaired junior high school students and their non-handicapped peers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ32003.pdf.

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Hall, Phillip, and n/a. "The situational language intervention programme (SLIP) : the theoretical background and outline of the programme." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060714.121516.

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The general aim of the thesis is to show how The Situational Language Intervention Programme (SLIP) was formulated in order to include the critical factors of: the cognitive abilities and linguistic characteristics of the intellectually handicapped; pragmatics, semantics and syntax and the four models of language acquisition; the criteria that guide language intervention programme development; the use of precise and systematic teaching methods that stimulate the use of language in the students' environment. The general objective of both SLIP and this thesis is to show how to increase moderatel
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Schneeberger, Ute. "Enthospitalisierung geistig behinderter Langzeitpatienten aus dem Sächsischen Krankenhaus für Psychiatrie und Neurologie Altscherbitz." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2011. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-67827.

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Thesen 1. Die vorliegende Arbeit beschäftigt sich mit der Enthospitalisierung geistig behinderter Langzeitpatienten aus dem Sächsischen Krankenhaus für Psychiatrie und Neurologie Altscherbitz. Inhaltliche Schwerpunkte der Untersuchung sind die Lebensqualität, die soziale Integration und die Rehospitalisierungen nach der Entlassung. 2. Es wurden 65 ehemalige Patienten auf der Grundlage der Krankenakte zum Enthospitalisierungszeitpunkt (zwischen 1991 und 1999) und anhand eines persönlichen Interviews und einer Aktenanalyse zum Erhebungszeitpunkt (2003) untersucht. Zur Kerndatenerfassung wurde
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Nayak, Lucie. "Sexualité et handicap mental : enquête sur le traitement social de la sexualité des personnes désignées comme « handicapées mentales » en France et en Suisse." Thesis, Paris 10, 2014. http://www.theses.fr/2014PA100076/document.

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Le propos de la thèse est d’étudier le traitement social de la sexualité des personnes désignées comme « handicapées mentales » en Suisse et en France, par le biais d’une enquête qualitative réalisée par entretiens avec des personnes considérées comme « handicapées mentales », des parents, des éducateurs spécialisés et des assistants sexuels.Une première partie étudie les représentations des personnes désignées comme « handicapées mentales » au sujet de la sexualité et met en lumière des formes de leur vie sexuelle, souvent commentée mais qui restait inexplorée. Puis, la deuxième partie porte
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Vlachos, Catharina Johanna. "Developing and managing a vocational training and transition planning programme for intellectually disabled learners." Thesis, 2008. http://hdl.handle.net/10500/709.

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Little information is available on future vocational preparation for intellectually disabled learners in South African schools. Currently teachers adapt the Revised National Curriculum Statement (RNCS) to educate these learners. A literature study was conducted to investigate relevant models in the United States of America in order to develop a framework for a South African vocational training and transition planning programme in the school. Various South African vocational training programmes designed for disabled learners with good literacy and numeracy skills, the role of employment agencie
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Schneeberger, Ute. "Enthospitalisierung geistig behinderter Langzeitpatienten aus dem Sächsischen Krankenhaus für Psychiatrie und Neurologie Altscherbitz." Doctoral thesis, 2010. https://tud.qucosa.de/id/qucosa%3A25561.

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Thesen 1. Die vorliegende Arbeit beschäftigt sich mit der Enthospitalisierung geistig behinderter Langzeitpatienten aus dem Sächsischen Krankenhaus für Psychiatrie und Neurologie Altscherbitz. Inhaltliche Schwerpunkte der Untersuchung sind die Lebensqualität, die soziale Integration und die Rehospitalisierungen nach der Entlassung. 2. Es wurden 65 ehemalige Patienten auf der Grundlage der Krankenakte zum Enthospitalisierungszeitpunkt (zwischen 1991 und 1999) und anhand eines persönlichen Interviews und einer Aktenanalyse zum Erhebungszeitpunkt (2003) untersucht. Zur Kerndatenerfassung wurde
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Cheng, Hsiao-Yi, and 鄭曉儀. "The Reliability and Validity of the Diagnostic Assessment for the Severely Handicapped Revised (DASH-II) with Adults with severe Intellectual Disabilities in Taiwan." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/87232579305310088045.

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碩士<br>中原大學<br>心理學研究所<br>99<br>In the last ten years, Western countries gradually noticed that people with intellectual disabilities have the needs of mental health. They were thought to have the same emotional disturbance of normal individuals. People with intellectual disabilities seem to be more vulnerable for developing psychiatric disorders. Since people with severe and profound intellectual disabilities have limited verbal communication, they cannot express their personal emotions, thoughts, and beliefs for clinicians to diagnose. Several assessment tools in foreign countries have been de
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JI, HUEI-FANG, and 紀惠方. "Applying Case-Based Reasoning for Knowledge Sharing and Decision Making Involving Handling Handicapped Children –An Intellectual Disability Case Study in DaYuan Primary School." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/38056856188542114576.

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碩士<br>開南大學<br>資訊及電子商務學系<br>98<br>This study examines the behavior of children with intellectual disabilities. This case study employs Case-Based Reasoning with database to construct a system of analysis and diagnosis. The database record cases of behavioral problems and each case records information on characteristics, possible reasons for the case and the corresponding counseling strategies. By choosing the relevant characteristics from diagnostic system on the internet and computing the weighting values and indexes of attributes may get the most suitable case. With the help of the system, kn
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Books on the topic "Intellectually handicapped"

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Reid, Greg. Stepping out for fitness: A program for adults who are intellectually handicapped. Canadian Association for Health, Physical Education and Recreation, 1990.

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Steenkamp, E. L. The intellectually handicapped child: A manual for parents, teachers, and related professions. Butterworths, 1992.

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South Africa. Dept. of Education and Training. An inquiry into the provision of education for pupils with specialized educational needs: The intellectually handicapped. The Dept., 1989.

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Millen, Julia. Breaking barriers: IHC's first 50 years. IHC New Zealand, 1999.

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

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

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Fegan, Lydia. Sexuality and people with intellectual disability. 2nd ed. Maclennan + Petty, 1993.

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Ireland. Department of Health. Services to persons with a mental handicap / intellectual disability: An assessment of need 1997-2001. Department of Health, 1997.

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Cope, Mike. Megan's secrets: What my mentally handicapped daughter taught me about life. Leafwood Publishers, 2011.

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Mental retardation: A lifespan approach to people with intellectual disabilities. 8th ed. Prentice-Hall, 2004.

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Book chapters on the topic "Intellectually handicapped"

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Aiken, Lewis R. "Individual Testing of the Handicapped." In Assessment of Intellectual Functioning. Springer US, 1996. http://dx.doi.org/10.1007/978-1-4757-9304-8_8.

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Sykes, Stewart, and Helen Smith. "Preparing the Mildly Intellectually Handicapped Adolescent for Employment and Independent Living: A Research Review." In Integrated Programmes for Handicapped Adolescents and Adults. Routledge, 2021. http://dx.doi.org/10.4324/9781003110743-3.

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Harris, James C. "Ethics and Spirituality." In Intellectual Disability. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195178852.003.0013.

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This chapter considers ethical and spiritual issues related to intellectual disability. Consideration of the meaning of life of an intellectually disabled person must take into account how society defines and responds to individual differences. There are ethical and religious concerns regarding prenatal diagnosis and questions of how to teach ethical behavior to persons with intellectual disability. Participation in religious practices in the community and in group home settings is important for families and persons with intellectual disability. This chapter reviews these issues in detail. In biblical times, there were edicts about disability that offer insight into attitudes toward disabled people. There is an Old Testament injunction: “Thou shalt not curse the deaf, put a stumbling block before the blind, nor maketh the blind wander out of a path” (Leviticus 19:14). This may be the first Western command to legislate for the protection of the deaf and handicapped. Moreover, deaf persons without speech were viewed as children and provided the same protections as children. Yet, the threat of disability was also an element in biblical injunctions: “If you do not follow his commandments and decrees . . . all these curses will become upon you and overtake you: The Lord will afflict you with madness, blindness, and confusion of mind. At midday, you will grope around like a man in the dark” (Deuteronomy 28:15). Although help for those with disabilities was seen as a charitable obligation, disability was perceived potentially as a punishment from God. Ancient people often believed that illness was inflicted by a deity or supernatural power (Rosen, 1968). In records dating back before 2000 B.C., the birth of children with congenital impairments were used to predict the future of the community. In Babylonia, those who prophesized about the future kept a list of birth deformities and the specific meaning and prophecy that these disabilities foretold. Although a disability was viewed as a portent of things to come (Braddock and Parish, 2002) or punishment for immorality, there also existed the attitude that the disabled should be treated with compassion. The New Testament provides insight into how attitudes about disability evolved.
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Harris, James C. "Family, Psychoeducational, Behavioral, Interpersonal, and Pharmacologic Interventions." In Intellectual Disability. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195178852.003.0012.

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The capacity to adapt to disability and assist others with disability may have an evolutionary origin. De Waal (1996) describes assistance to an injured group member among primates as evidence of altruistic behavior. Mother monkeys will provide additional care to compensate for injuries, and other members of the group may “babysit” injured infants, as do other young of the group. If the risk of predation is low and food is adequate, handicapped animals may live to adulthood. In human evolution, Berkson (1993) described an adult Neanderthal male with severe arm and head injuries that occurred at an early age. Apparently, this individual adapted to the injury by using his teeth to hold objects. Other conditions, such as disabling arthritis, were found in Neanderthals as well. Thus, individuals with minor or even significant impairments in primate and human societies before the evolution of modern humans, in some instances, received adaptive assistance from other members of the group. Drawing on these possible evolutionary origins of assistance to others in need, this chapter reviews the historical background of care for persons with intellectual disability and discusses environmental provisions and supports, education and skill development, normalization and self-determination, and interventions for those with co-occurring mental and behavioral disorders (psychotherapy, behavioral interventions, and psychopharmacologic treatments). The modern developmental approach to understanding learning and development began with Jean Itard, at the end of the eighteenth century. As a member of the medical staff at the Institute for Deaf Mutes in Paris, he considered the link between deafness and learning. Because of this background, he was asked to study a feral child discovered living alone in the wild in southern France. It was thought that this boy might approximate “man in the state of nature.” Because the child was mute, he entered a school for the deaf in Paris although he was not deaf. Pinel (1809), the leading psychiatrist of the time, proposed that the boy, named Victor, was not teachable. Yet Itard, during the next five years, sought to instruct Victor, using approaches established for deaf persons.
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Epler, Pam L. "Case Study Analysis of an Adaptive Academic School Service Delivery Model With Multiple Disabilities/Handicapped Students." In Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3542-7.ch031.

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This chapter focuses on multiple disability (MD) or multiple handicapped (MH) students. Being considered equal to their grade- and age-level peers is essential for MD/MH students. Thus, in this chapter, use of the adaptive academic service delivery model with MD/MH students is examined through a case study within a junior and high school setting. This chapter includes a discussion about the causes and characteristics, the educational placement and instructional strategies, and the eligibility criteria for students with multiple disabilities or multiple handicaps. The chapter concludes with a discussion about future trends for MD/MH students and service providers.
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Yamashita, Satsuki, Hayato Ishida, Hidetaka Yukawa, et al. "School Activities With Educational Robot to Facilitate Student Learning." In Handbook of Research on Using Educational Robotics to Facilitate Student Learning. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6717-3.ch008.

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The teaching of programming and its basic concepts even to young children has a crucial influence on the development of their cognitive functions and blends the lessons in the class with real life. In this chapter, school activities with educational robotics performed at both the special-needs education school and general public school were described. The students with mild intellectual disabilities and physically handicapped at the special needs school could build the robots nicely using small blocks and move them as they wanted through coding. The intellectual disabled students usually do not have enough long-term memory and are weak in abstraction but could develop the ability to actually understand logical thinking through hands-on learning with educational robotics. Through the present activities, the students including the public school could become aware of various goods around them programmed with coding and connect the learning in class to the real world.
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Shaver, Lea. "Negotiating Permissions." In Ending Book Hunger. Yale University Press, 2020. http://dx.doi.org/10.12987/yale/9780300226003.003.0007.

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This chapter begins with George Kerscher, who launched Computerized Books for the Blind and Print Disabled in 1988. “I was trying to reach people who were blind and physically handicapped,” Kerscher explains, “but also include people who could not read standard print because of dyslexia or some other learning disability.” The enterprise was never formally incorporated as either a for-profit or non-profit organization. The chapter talks about how market for solutions specific to readers with disabilities was too small to lure profit-minded entities, even with strong intellectual property protection. Rather, university scientists and nonprofits serving people with disabilities, and individual inventors with disabilities, did the difficult and unprofitable work of pioneering innovation.
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Gath, Ann, and Jane McCarthy. "Families with a member with intellectual disability and their needs." In New Oxford Textbook of Psychiatry. Oxford University Press, 2012. http://dx.doi.org/10.1093/med/9780199696758.003.0250.

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Having a child with intellectual disability is a major and usually totally unexpected blow to any family. However, most families show great resourcefulness and adapt to give their normal child as well as themselves a happy, rewarding life. Parents strongly resent being treated as potential psychiatric patients and have vigorously thrown out the concept of ‘the handicapped family’. They do suffer understandable grief. From the point of discharge, the encouragement of informal support is more useful than providing hospital-based services. Children with all sorts of disability go to school early and the provision of unobtrusive familiar services is helpful. Unfortunately, there is often a gap in services between children's services and those for older adolescents and adults. The gap occurs at the worst time for parents who of all times require a familiar knowledgeable person who can offer a service throughout the transition period. The services required by the parents are practical help, such as appropriate equipment, respite care, advice about behaviour, and the ability to find emergency or specialized help at short notice. Parents also require some notice to be taken of their increasing age and/or infirmity, the financial difficulties arising out of the disability, and their anxiety that a humane plan can be made for their son or daughter when they die.
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Dadure, Pankaj, Partha Pakray, and Sivaji Bandyopadhyay. "Game-Based Learning." In Machine Learning Approaches for Improvising Modern Learning Systems. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5009-0.ch003.

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The continuous growth in the development of interactive technologies has lighted up the game-based learning applications. The game-based learning applications motivate the students to enhance their knowledge and improve the overall student learning experience. Learning with fun and entertainment is the prime aspect of any interactive platform. The skills and knowledge learned by game-based learning are kept longer than traditional learning methods. In addition, an efficient learning method involves students completely in what they are doing. The game-based learning application is very helpful for the physically handicapped students to reveal their intellectual ability. This chapter discusses how the game-based learning applications impacts the Indian education system, national and international status of game-based learning, challenges of game-based learning, existing game-based learning applications, and present and future impacts of game-based learning applications on the Indian education system.
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