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Journal articles on the topic 'Intellectually handicapped'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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1

Rose, Bill, and Heather Fiala. "Between School and Work." Australasian Journal of Special Education 9, no. 1 (May 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 initial performance, many intellectually handicapped people show substantial improvement with learning.

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2

&NA;. "Lamotrigine may cause aggression in intellectually handicapped patients." Reactions Weekly &NA;, no. 696 (April 1998): 4–5. http://dx.doi.org/10.2165/00128415-199806960-00008.

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3

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

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4

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

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5

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

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6

Brimblecombe, F. S. W. "The Needs of Young Intellectually Retarded Adults." British Journal of Psychiatry 146, no. 1 (January 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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7

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 (June 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 transferred to another residence and to the trainee's bedroom, and were maintained at 5 weeks.

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8

Roh, Su-Hee. "Exploratory Study on the Abuse on the Intellectually Handicapped." Journal of the Korea Contents Association 16, no. 10 (October 28, 2016): 546–55. http://dx.doi.org/10.5392/jkca.2016.16.10.546.

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9

Mizuko, Mark, and Joe Reichle. "Transparency and Recall of Symbols among Intellectually Handicapped Adults." Journal of Speech and Hearing Disorders 54, no. 4 (November 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 Picsyms were significantly easier to recall than Blissymbols. Implications of the data for symbol system selection use for persons with severe speech impairments are discussed.

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10

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 (July 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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11

Parmenter, Trevor R., and Rieke Nash. "Attitudes of Teachers and Parents in the Australian Capital Territory (A.C.T.) Towards the Integration of Moderately Intellectually Handicapped Children." Australasian Journal of Special Education 11, no. 2 (November 1987): 26–31. http://dx.doi.org/10.1017/s1030011200021783.

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This paper is a partial report of an investigation into the integration program at two A.C.T. special schools catering for moderately and severely intellectually handicapped children. Teachers and parents of the children at the special schools completed questionnaires concerning the conduct and outcomes of the program. The opinions of teachers at the regular schools were obtained by personal interview.Overall there were positive attitudes expressed towards the program. Areas of concern include the level of support required for the regular class teacher, the level of preparation the handicapped children required before integration commenced, a worry of parents that handicapped children may be exposed to unnecessary pressures in the regular school system, and the fact that mere exposure of a handicapped child to a regular school environment may not lead to effective integration in the larger community.

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12

Curtis, Joan M. "Psychoactive drug use in an institution for intellectually handicapped persons." Medical Journal of Australia 156, no. 1 (January 1990): 69. http://dx.doi.org/10.5694/j.1326-5377.1992.tb126399.x.

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13

Larson, C. P., and Yvette Lapointe. "THE HEALTH STATUS OF MILD TO MODERATE INTELLECTUALLY HANDICAPPED ADOLESCENTS." Journal of Intellectual Disability Research 30, no. 2 (June 28, 2008): 121–28. http://dx.doi.org/10.1111/j.1365-2788.1986.tb01305.x.

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14

THOMAS, DAVID. "THE DETERMINANTS OF TEACHERS' ATTITUDES TO INTEGRATING THE INTELLECTUALLY HANDICAPPED." British Journal of Educational Psychology 55, no. 3 (November 1985): 251–63. http://dx.doi.org/10.1111/j.2044-8279.1985.tb02630.x.

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15

Chetwynd, Jane. "INCOMES FOREGONE IN THE HOME CARE OF INTELLECTUALLY HANDICAPPED CHILDREN." Community Health Studies 9, no. 1 (February 12, 2010): 48–53. http://dx.doi.org/10.1111/j.1753-6405.1985.tb00540.x.

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16

Bramston, Paul, and Susan H. Spence. "Behavioural versus cognitive social-skills training with intellectually-handicapped adults." Behaviour Research and Therapy 23, no. 3 (1985): 239–46. http://dx.doi.org/10.1016/0005-7967(85)90001-4.

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17

Cooke, Leila B. "Abuse of mentally handicapped adults." Psychiatric Bulletin 14, no. 10 (October 1990): 608–9. http://dx.doi.org/10.1192/pb.14.10.608.

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In spite of all the publicity in recent years about child abuse, very little mention has been made of another group of people who are also very vulnerable to abuse, namely adults with a mental handicap. Although chronologically adults, and therefore not susceptible to the laws designed to protect children, they may be functioning intellectually and emotionally at a much lower level. Because they are often dependent on other people for many aspects of their care, this makes them vulnerable to physical and sexual abuse and neglect. Difficulties with speech and communication may render them unable to inform anyone of their plight or ask for help, therefore many problems remain hidden. Personal involvement in one such case made me aware of this problem and the current lack of legal protection for this group of people. I therefore undertook a national survey in order to gain more information on the prevalence of abuse, factors associated with it, and possible legal solutions.

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18

Chetwynd, Jane. "Some Costs of Caring at Home for an Intellectually Handicapped Child." Australia and New Zealand Journal of Developmental Disabilities 11, no. 1 (January 1985): 35–40. http://dx.doi.org/10.3109/13668258509008742.

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19

Wilson, Trudy. "THE ROLE OF THE OCCUPATIONAL THERAPIST IN SCHOOLS FOR INTELLECTUALLY HANDICAPPED CHILDREN." Australian Occupational Therapy Journal 27, no. 2 (August 27, 2010): 61–65. http://dx.doi.org/10.1111/j.1440-1630.1980.tb01136.x.

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20

Bartnik, Edward. "De-institutionalisation and the Intellectually Handicapped Part I: The Concept of Transition." Australian Occupational Therapy Journal 28, no. 2 (August 27, 2010): 63–69. http://dx.doi.org/10.1111/j.1440-1630.1981.tb01185.x.

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21

Koetke, Walter. "One Point of View: Teaching Computer Science versus Using the Computer to Enhance Mathematics Teaching." Arithmetic Teacher 32, no. 7 (March 1985): 2–3. http://dx.doi.org/10.5951/at.32.7.0002.

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Should English teachers be teaching reading or writing? The obvious answer is that they should be leaching both. Reading and writing continue to be essential skills in our society, and we have no reason to believe that their importance will diminish. A person without access to the basic tools of reading and writing is severely handicapped in the vast majority of pursuits, from earning a living to developing intellectually.

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22

Kendall, Alan. "A Journey of Hope: The development of a voluntary agency's services for intellectually handicapped children." Children Australia 14, no. 1-2 (1989): 4–5. http://dx.doi.org/10.1017/s0312897000002150.

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ResumeThis paper traces the development of services to intellectually handicapped children and their families provided by Dr. Barnardo's North West Division in the U.K.It has been a journey with and for the families and children. The milestones and lessons of the journey are described. It is a journey with still some way to go. It is a journey of hope - hope for better things for them now and in the future.

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23

Wada, Haruyo, Kenji Ishikawa, Mitsuharu Ohta, Miwa Kojima, Motoki Saito, Kanako Baba, and Hiroko Mikame. "The Construction Of A Business Model For Intellectually Disabled Workers." Journal of Service Science (JSS) 7, no. 1 (November 3, 2014): 17–22. http://dx.doi.org/10.19030/jss.v7i1.8886.

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The Japanese welfare system has undergone rapid change. A law has been enacted that requires the handicapped to work in order to be independent from government assistance. However, it is difficult for the intellectually disabled (ID) to earn a living wage because of a lack of understanding with respect to their ability and communication skills. Our organization conducts business with ID individuals such as those with autism. The business model for the income of our organization and the ID individuals concerned was successfully constructed through an understanding and application of the characteristics of ID individuals. This paper shows the current environment affecting the ID and presents our strategic and successful business model that is designed to enable them to achieve a realistic livelihood.

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24

Kulbaka, Jacek. "Szkolnictwo i kształcenie specjalne w Polsce. W perspektywie setnej rocznicy odzyskania niepodległości." Kwartalnik Pedagogiczny 63, no. 4(250) (April 24, 2019): 86–101. http://dx.doi.org/10.5604/01.3001.0013.1699.

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The article is an attempt to depict the genesis, situation and directions of the development of special education for children during the Interwar Period. The author attempts to characterise the situation of education for: the morally neglected (socially unfit), the mentally handicapped (intellectually disabled), the blind and deaf (deaf). The text includes aspects of education policy, the topic of teacher meetings, normative acts, the activities of people who have contributed to special education and others.

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25

Lasich, Angelo John, and Margaret Gemma Nair. "A Study of Referrals of Black Children to a General Hospital Psychiatric Outpatient Clinic." Australian & New Zealand Journal of Psychiatry 26, no. 3 (September 1992): 467–73. http://dx.doi.org/10.3109/00048679209072072.

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Five hundred and seventy-seven children who attended a child psychiatric out-patient clinic during 1987 were evaluated. Their clinical and demographic characteristics are described and management discussed. High on the list of presenting complaints were poor school performance and behavioural problems. Factors considered as influencing referrals are socio-economic, political, lack of school psychological services and facilities for the management of the intellectually handicapped. The most common diagnoses were mental retardation (39.5%) and epilepsy (16.2%).

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26

HOCKEY, ATHEL. "EVALUATION OF ADOPTION OF THE INTELLECTUALLY HANDICAPPED: A RETROSPECTIVE ANALYSIS OF 137 CASES." Journal of Intellectual Disability Research 24, no. 3 (June 28, 2008): 187–202. http://dx.doi.org/10.1111/j.1365-2788.1980.tb00073.x.

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27

Thomas, David. "A Model of The Determinants of Teachers’ Attitudes to Integrating the Intellectually Handicapped." Australasian Journal of Special Education 12, no. 2 (November 1988): 12–18. http://dx.doi.org/10.1017/s1030011200021886.

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In this paper a model of teachers’ attitudes to integrating children with moderate learning difficulties into ordinary classrooms is described. The basis of this model is an AID analysis described in a previous paper (Thomas, 1986) and an analysis of the spontaneous comments of teachers in unstructured interviews. The sample consisted of 550 teachers in Tucson, Arizona and Devon, U.K. drawn from primary, secondary and special schools and advisory services. From the data of the unstructured interviews, four factors, not mentioned in the earlier paper, are included in the model. These are: traumatic experiences with the handicapped, class size, the what-happened-yesterday factor and leadership. Some implications of the model, the generality of the findings and suggestions for future are included in the discussion.

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28

Thomas, David. "A model of the determinants of Teachers' attitudes to integrating the intellectually handicapped." Australasian Journal of Special Education 12, no. 2 (November 1988): 12–18. http://dx.doi.org/10.1080/1030011880120202.

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29

Brigg, John, Alan Bain, and Stephen Houghton. "The Training and Generalisation of Conversation Skills with Moderately to Severely Handicapped Adolescents." Australasian Journal of Special Education 14, no. 2 (1991): 28–33. http://dx.doi.org/10.1017/s1030011200022429.

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This study utilised a Direct Instruction methodology to test the efficacy of small group social skills training on the acquisition and generalisation of conversational skills of three moderately to severely intellectually impaired adolescents. The results indicated a general increase in the conversational behaviour of the participants over the course of the intervention and that for two of the participants these changes generalised to a new setting with new conversational partners.

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30

CIDDOR, JANET S., and JOSEPHINE A. FINNIECOME. "THE INVOLVEMENT OF PARENTS WITH THEIR INTELLECTUALLY HANDICAPPED CHILDREN IN INSTITUTIONS - RECOMMENDATIONS FOR IMPROVEMENT." Australian Occupational Therapy Journal 27, no. 4 (August 27, 2010): 195–97. http://dx.doi.org/10.1111/j.1440-1630.1980.tb01166.x.

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31

Burton, Anthony M., and Paul C. Burnett. "The effect of educational placement on the self-concept of mildly intellectually handicapped (MIH) children." Journal of Psychologists and Counsellors in Schools 1 (November 1991): 71–80. http://dx.doi.org/10.1017/s1037291100002399.

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The self-concepts of mildly intellectually handicapped (MIH) children (N=30) in special school, MIH children in a regular school not receiving special education assistance (N=30), and controls (N=30) in regular school were compared using the Self Description Questionnaire (SDQ) (Marsh, Smith, & Barnes, 1985). Multivariate analysis of variance revealed a significant relationship between the educational placement of children and their self-concepts. MIH children in special school scored significantly higher than MIH children in regular school and controls on physical appearance self-concept, peer relationship self-concept, mathematics self-concept, general school self-concept, and general self-concept. Additionally, MIH children in special school scored significantly higher on both academic and non-academic self-concepts when compared with both other groups.

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32

Bartnik, Edward, Geoffrey Jones, and Tom Hunter. "De-institutionalization and the Intellectually Handicapped Part II: Developing Strategies to Improve the Transition Process." Australian Occupational Therapy Journal 28, no. 3 (August 27, 2010): 111–18. http://dx.doi.org/10.1111/j.1440-1630.1981.tb01341.x.

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33

Wilton, K., and J. Renaut. "STRESS LEVELS IN FAMILIES WITH INTELLECTUALLY HANDICAPPED PRESCHOOL CHILDREN AND FAMILIES WITH NONHANDICAPPED PRESCHOOL CHILDREN." Journal of Intellectual Disability Research 30, no. 2 (June 28, 2008): 163–69. http://dx.doi.org/10.1111/j.1365-2788.1986.tb01308.x.

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34

Bramston, Paul, and Gerard J. Fogarty. "Measuring stress in the mildly intellectually handicapped: The factorial structure of the subjective stress scale." Research in Developmental Disabilities 16, no. 2 (March 1995): 117–31. http://dx.doi.org/10.1016/0891-4222(95)00003-8.

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35

Reichle, Joe, and Mary Ward. "Teaching Discriminative Use of an Encoding Electronic Communication Device and Signing Exact English to a Moderately Handicapped Child." Language, Speech, and Hearing Services in Schools 16, no. 1 (January 1985): 58–63. http://dx.doi.org/10.1044/0161-1461.1601.58.

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A 13-year-old communicatively and intellectually delayed male was taught to use discriminatively each of two previously acquired augmentative systems that consisted of signing and direct select letter encoding. Procedures used resulted in the use of signs with signers and direct select encoding with nonsigners. The learner's selection of the most appropriate communication modality generalized to new persons and environments.

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36

Ahmed, A., M. M. Kheir, A. Abdel Rahman, N. H. Ahmed, and M. E. Abdalla. "Attitudes towards euthanasia and assisted suicide among Sudanese doctors." Eastern Mediterranean Health Journal 7, no. 3 (September 15, 2001): 551–55. http://dx.doi.org/10.26719/2001.7.3.551.

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An anonymous questionnaire was used to survey the attitudes of 382 doctors towards euthanasia and assisted suicide at Khartoum’s two main hospitals. Of the 382, 248 responded [65% response rate]. The mean age was 38 +/- 13.5 years; male: female ratio was 130: 118; 66% were house staff, 34% specialists; 92% Muslim, 8% Christian. The vast majority [85%] strongly opposed the practices, while 15% thought they should be performed only in certain situations, subject to strict safeguards. Reasons given for opposition included religious beliefs, inconsistency with the doctor’s role, presence of subtle pressures on patients, and potential for misuse among the physically and intellectually handicapped.

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37

Fredericks, H. D. Bud. "Curriculum For Those With Intellectual Handicaps." Australasian Journal of Special Education 9, no. 1 (May 1985): 5–11. http://dx.doi.org/10.1017/s1030011200021266.

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It is a deep honor for me to be invited to Australia. When I received the invitation, I faced a very ambivalent situation. I had resolved to bring my life into some form of sanity and to reduce the amount of traveling that I was doing; but to receive an invitation to Australia, even though I had been here three times before, was to me an opportunity that I could not pass. Australia is a beautiful country and contains a beautiful people, and I thank you for inviting me.My subject is “Curriculum for the Intellectually Handicapped,” and in an hour and one-quarter there is no way in which I can possibly cover the range of handicapping conditions, requirements, and needs for such a curriculum. I have, however, selected some areas that I should like to discuss.

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38

Sachdev, Perminder S. "Psychoactive drug use in an institution for intellectually handicapped persons (for editorial comment, see page 68)." Medical Journal of Australia 155, no. 2 (July 1991): 75–79. http://dx.doi.org/10.5694/j.1326-5377.1991.tb142129.x.

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39

Ennis, Michael. "Issues relating to the testing and assessment of Aboriginal students." Queensland Journal of Guidance and Counselling 3 (November 1989): 39–49. http://dx.doi.org/10.1017/s1030316200000169.

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“Tests have been misused to justify race, social class and ethnic discrimination as a racial minority”. (Rescheley, 1979, p. 234.)The assessment of Aboriginal students as a racial minority is both complex and controversial. All too frequently low achievement scores on standardised tests have placed Aboriginal students in ‘special’ classes for the mildly intellectually handicapped or in non-academic courses (Clark, Clark & Damm, 1979; Cummins, 1980). This paper aims to provide an explanation of the factors influencing the testing and assessment of Aboriginal students. The paper briefly clarifies the terms ‘testing’ and ‘assessment’; offers support for the proposition that Aboriginal students do achieve poorly on both standardised and non-standardised tests; and, most critically, discusses the factors that mitigate against Aboriginal students in assessment situations.

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40

Fenton, D. M., and R. Penney. "The Effects of Fluorescent and Incandescent Lighting on the Repetitive Behaviours of Autistic and Intellectually Handicapped Children." Australia and New Zealand Journal of Developmental Disabilities 11, no. 3 (January 1985): 137–41. http://dx.doi.org/10.3109/13668258508998632.

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41

Penn, Carrol, Peter Stephens, and Doug Quadrio. "‘This is my school’: Monkland integration project." Journal of Psychologists and Counsellors in Schools 2 (November 1992): 71–79. http://dx.doi.org/10.1017/s1037291100002284.

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The vision was to have a group of up to eight mildly – moderately intellectually handicapped children integrated into a Year 1/2 class at Monkland State School. The total class numbers were to be the same as for a regular class (for infants – 25) with two teachers, one of whom is trained in special education. The integrated group would progress through the school with their age peers. The needs of the children would be considered in the School Development Plan. The special needs group would be closely linked to the special school campus so its specific facilities could be utilised. Some students enrolled at special school would also have access to the Monkland group for some integration/link activities. In two years time a similar class in another school will be opened.

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42

Eliseeva, YuV, AA Voytovich, OYu Milushkina, AV Istomin, and YuYu Eliseev. "Hygienic assessment of handicapped adolescents vocational training conditions: problems and optimization opportunities." Bulletin of Russian State Medical University, no. (5)2018 (November 22, 2018): 23–29. http://dx.doi.org/10.24075/brsmu.2018.060.

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In a number of occupations, there is a shortage of labor force that can be filled with economically active part of the population, including people with disabilities (handicapped, HC). Unfortunately, observance of hygienic requirements in the context of HP adolescents vocational training has not been studied sufficiently: most scholars have researched only the conditions of teaching healthy adolescents. This study aimed to examine the HC adolescents vocational training conditions and develop measures to improve their working conditions with pathologies factored in. We examined adaptation potential, anxiety level, mental efficiency, sick rate and personal well-being assessment in HC adolescents (n = 120) aged 16–18, not impaired intellectually, studying sewing equipment operation, shoe repairs in the boarding scool. In the context of the study, we applied Smirnov hygiene criteria, Giessen Symptom Questionnaire, Spielberger's Test Anxiety Questionnaire, Sivkov scale, correction tables, Baevsky adaptation index. For the purposes of statistical analysis, we used parametric (Student t-test) and non- parametric (Mann–Whitney) criteria. The Spearman's correlation coefficient helped determine interrelationship of the studied parameters. We identified the following key adverse hygienic factors that have a significant impact on the students' health: intense character of labor performed, insufficient artificial lighting, noise level above the norm, high content of organic solvents and dust in the workshop's air. The timetable of the boarding school was also found to be inefficient. The results of this study allowed developing and introducing a software program to automatically compile the school's timetable with the aim to improve psychosomatic health of the students and halve the number of health-related complaints.

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43

Parmenter, Trevor, and Rieke Nash. "Attitudes of Teachers and Parents in the Australian Capital Territory (A.C.T.) Towards the Integration of Moderately Intellectually Handicapped Children." Australasian Journal of Special Education 11, no. 2 (November 1, 1987): 26–31. http://dx.doi.org/10.1080/10300118709409355.

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44

Turner, Gillian. "Presymptomatic Screening for Schizophrenia: A Geneticist's Perspective." Australian & New Zealand Journal of Psychiatry 34, no. 1_suppl (February 2000): A204—A207. http://dx.doi.org/10.1177/000486740003401s32.

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Objective To examine whether the experience gained in offering various genetic tests may be of help in the planning for screening in schools for a personality profile that may identify those destined to develop schizophrenia. Method To examine the outcomes in offering genetic testing: (i) to individuals at risk of developing Huntington's disease; (ii) to school pupils for carrier status for cystic fibrosis; and (iii) to the intellectually handicapped in schools to identify those with the fragile X syndrome. Results All programs however carefully planned, encounter the unexpected and unforeseen. Conclusions It is essential to know the specificity and sensitivity of your screening test; to ensure that all have adequate knowledge before consenting to the testing; to ensure the confidentiality of the test results to the individual being tested and their families; and to ensure that funding is adequate and ongoing to provide continuing support and therapy to the families identified when research converts to service.

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45

Grover, Sonja. "Mental Health Professionals as Pawns in Oppressive Practices: A Case Example Concerning Psychologists’ Involvement in the Denial of Education Rights to Roma/Gypsy Children." Ethical Human Psychology and Psychiatry 9, no. 1 (March 2007): 14–24. http://dx.doi.org/10.1891/152315007780493825.

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This article examines a 2006 European Court of Human Rights judgment concerning educational discrimination against Roma children in the Czech Republic and the involvement of educational psychologists in the case. The court held the school to be the proper final arbiter on the question of the best interests of the child regarding educational placement. Based largely on culturally biased psychological testing results, the Roma children in question were declared mentally handicapped by educational psychologists. On that basis, they were placed in a segregated school for the intellectually disabled where the curriculum was quite deficient. Despite statistical evidence of the overrepresentation of Roma children in such segregated Czech schools, and of widespread discrimination against Roma in schools and in the larger society, the court rejected the claim that the children’s right to an education had been violated. The implication for psychologists and educators internationally, to avoid becoming pawns contributing to an oppressive human rights situation, is discussed.

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46

Westwood, R. W., and D. R. Mitchell. "The transition of intellectually handicapped adolescents from school to adult living, work and postsecondary education: A recent New Zealand study." Australia and New Zealand Journal of Developmental Disabilities 14, no. 3-4 (January 1988): 245–53. http://dx.doi.org/10.1080/07263868800033411.

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GOTTMAN, JOHN MORDECHAI, MICHAEL J. GURALNICK, BEVERLY WILSON, CATHERINE C. SWANSON, and JAMES D. MURRAY. "What should be the focus of emotion regulation in children? A nonlinear dynamic mathematical model of children's peer interaction in groups." Development and Psychopathology 9, no. 2 (June 1997): 421–52. http://dx.doi.org/10.1017/s0954579497002113.

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This paper questions the assumption that children's social and emotional competence be placed within the developing child, rather than in the interaction of the child with the range of peer social ecologies in which the children might function. This paper presents a new nonstatistical mathematical approach to modeling children's peer social interaction in small groups using nonlinear difference equations in which both an uninfluenced and an influenced regulatory set point of positive minus negative interaction can be separately estimated. Using this model and the estimation procedure, it is possible to estimate what a focal child and the group initially brings to the group interaction and also how these regulatory set points are influenced by the interaction to determine two influenced regulatory set points. Six-person mainstreamed and specialized groups were established involving three types of unacquainted preschool boys: children with and without developmental delays and a language disordered but intellectually normally functioning group, using a methodology that ensured appropriate matching of child and family characteristics. For each 2-week play group, the social interactions of each child were observed during a designated free play period. Handicapped children were observed in either a specialized or mainstreamed setting. The application made of this modeling process in this paper is generating theory to attempt to understand influence processes. Parameters are introduced that reflect uninfluenced target child and group set points, emotional inertia, and influence functions.

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Tsuji, Megumi, Mio Tanaka, Yukichi Tanaka, Azusa Ikeda, Yu Tsuyusaki, Tomohide Goto, and Mizue Iai. "Autopsy Report of a Woman with Infantile Alexander Disease Who Survived 39 Years." Neuropediatrics 51, no. 04 (March 6, 2020): 298–301. http://dx.doi.org/10.1055/s-0040-1705172.

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AbstractPatients with infantile Alexander disease (AxD) usually do not survive beyond their early teens without life support care because of progressive central hypoventilation. We present the autopsy report of a woman with infantile AxD carrying an R239C mutation in the glial fibrillary acidic protein gene, who survived 39 years. She presented with psychomotor retardation in infancy and regressed after age 5. Brain computed tomography scans showed bilateral low frontal white matter density. She became quadriplegic with bulbar palsy and was intellectually handicapped after a measles infection at age 7. Tube feeding was introduced because of dysphagia at age 15. Noninvasive positive pressure ventilation was required due to central hypoventilation in her early thirties. She died of neurogenic respiratory failure at 39 years. Autopsy findings revealed a markedly atrophic brain (709 g, −6.0 standard deviation), especially in the frontal lobe, cerebellum, and brainstem portions. We found demyelination, gliosis, and cystic lesions throughout the brain, and we saw Rosenthal fibers accumulating in the perivascular spaces. We also identified a variety of abnormalities in other organs such as pancreatic necrosis, completely desquamated epithelium in the lower esophagus and stomach, foreign-body giant cells in the colon submucosa, glomerular sclerosis, and multiple bladder stones. This is the first autopsied case report of a patient with infantile AxD with long survival, who showed not only central nervous system characteristic findings, but also unexpected pathological changes in other organs.

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Malaniiuk, Mariia. "THEORETICAL BACKGROUND OF INTELLECTUAL DISABILITY: POSSIBILITIES AND LIMITATIONS." Scientific Journal of Polonia University 36, no. 5 (November 25, 2019): 103–10. http://dx.doi.org/10.23856/3612.

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The article is focused on the problem of disability as a general mental disease and mental retardation as a kind of intellectual disorder and possible alternative ways of teaching English as a foreign language. The authors define a mental disorder, also called a mental illness or psychiatric disorder, as a behavioral or mental pattern that causes significant distress or impairment of personal functioning. They claim that abilities and limitations of mentally handicapped children are presented by defining mental retardation. The article also presents the classification of mental disabilities, and a concrete type of the mental disability ̶ the mild one is characterized. It also substantiates the objective necessity that a skilled teacher should be very flexible and methodologically well prepared for teaching English as a foreign language to mentally handicapped students, using different methods tailored to their individual needs.

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Lanjouw, Jean O., and Mark Schankerman. "Protecting Intellectual Property Rights: Are Small Firms Handicapped?" Journal of Law and Economics 47, no. 1 (April 2004): 45–74. http://dx.doi.org/10.1086/380476.

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