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Journal articles on the topic 'Multiple disabilities'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 January 2023

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1

Lancioni, Giulio E., Nirbhay N. Singh, Mark F. O'Reilly, and Doretta Oliva. "Multiple Microsuvitches for Children with Multiple Disabilities." Journal of Positive Behavior Interventions 4, no. 2 (April 2002): 104–8. http://dx.doi.org/10.1177/109830070200400205.

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2

Craig, Gabriele M. "Intersubjectivity, phenomenology and multiple disabilities." International Journal of Art Therapy 14, no. 2 (December 2009): 64–73. http://dx.doi.org/10.1080/17454830903329204.

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3

SERBAN, Ioana, and Andreea HATHAZI. "The SLT specificity in multiple disabilities: personalized strategies and resources." Revista Română de Terapia Tulburărilor de Limbaj şi Comunicare VIII, no. 1 (March 31, 2022): 69–77. http://dx.doi.org/10.26744/rrttlc.2022.8.1.08.

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Students with multiple disabilities may present many challenges regarding their development in areas such as cognition, language and communication, social interaction, emotional abilities, literacy, or behaviour. The speech and language therapist is a member of the multidisciplinary team which assesses, plans, and implements specific intervention programs for children with multiple disabilities. Most of these children are strongly dependent on their parents, teachers, or therapists for every activity they carry out through the day. Depending on their communication behaviour or patterns with a certain partner, children with multiple disabilities require individualized and/or personalized programmes of communication which may include specific strategies. This paper will present the differences between individualised and personalized approaches and will propose a reflective-based tool for assessment and intervention centred on developing communication abilities for children with multiple disabilities.

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4

Unger, Kathleen Paone. "Educating Children with Multiple Disabilities (book)." Children's Health Care 18, no. 3 (June 1989): 180–81. http://dx.doi.org/10.1207/s15326888chc1803_12.

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5

Frank, A. O. "Minimising psychosocial disabilities of multiple sclerosis." BMJ 304, no. 6843 (June 27, 1992): 1692–93. http://dx.doi.org/10.1136/bmj.304.6843.1692-c.

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6

Horn, Eva, and Jean Kang. "Supporting Young Children With Multiple Disabilities." Topics in Early Childhood Special Education 31, no. 4 (November 7, 2011): 241–48. http://dx.doi.org/10.1177/0271121411426487.

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7

Giovannoni, Gavin, John F. Fole, and David W. Brandes. "Hidden Disabilities in Multiple Sclerosis The impact of Multiple Sclerosis on Patients and their Caregivers." European Neurological Review 8, (Suppl.1) (2013): 2. http://dx.doi.org/10.17925/enr.2013.08.s1.2.

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Multiple sclerosis (MS) is a heterogeneous condition that presents with a large variety of symptoms. While motor functions including coordination, gait and walking ability are clearly visible to clinicians, including MS specialists. These are sometimes termed hidden disabilities and are often overlooked because patients do not mention them in consultations, either because they are embarrassed, do not want to disappoint their family and therefore do not mention the symptoms, or they have not linked the symptoms to their disease. Hidden disabilities in MS include cognition and memory impairment, depression, anxiety and pseudobulbar affect, pain, fatigue, sleep disorders, bowel, bladder and sexual dysfunctions, osteopenia and osteoporosis. These disabilities are associated with a reduced quality of life in patients, their families and caregivers, and affect the ability of patients to function in everyday life. Pharmacological treatments and other interventions are available to manage these symptoms; however, the effectiveness of these interventions in MS is variable. There is need for greater recognition and further research into therapeutic options to reduce the burden of hidden disabilities in MS.

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8

Nganji, Julius T., and Mike Brayshaw. "Disability-aware adaptive and personalised learning for students with multiple disabilities." International Journal of Information and Learning Technology 34, no. 4 (August 7, 2017): 307–21. http://dx.doi.org/10.1108/ijilt-08-2016-0027.

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Purpose The purpose of this paper is to address how virtual learning environments (VLEs) can be designed to include the needs of learners with multiple disabilities. Specifically, it employs AI to show how specific learning materials from a huge repository of learning materials can be recommended to learners with various disabilities. This is made possible through employing semantic web technology to model the learner and their needs. Design/methodology/approach The paper reviews personalised learning for students with disabilities, revealing the shortcomings of existing e-learning environments with respect to students with multiple disabilities. It then proceeds to show how the needs of a student with multiple disabilities can be analysed and then simple logical operators and knowledge-based rules used to personalise learning materials in order to meet the needs of such students. Findings It has been acknowledged in literature that designing for cases of multiple disabilities is difficult. This paper shows that existing learning environments do not consider the needs of students with multiple disabilities. As they are not flexibly designed and hence not adaptable, they cannot meet the needs of such students. Nevertheless, it is possible to anticipate that students with multiple disabilities would use learning environments, and then design learning environments to meet their needs. Practical implications This paper, by presenting various combination rules to present specific learning materials to students with multiple disabilities, lays the foundation for the design and development of learning environments that are inclusive of all learners, regardless of their abilities or disabilities. This could potentially stimulate designers of such systems to produce such inclusive environments. Hopefully, future learning environments will be adaptive enough to meet the needs of learners with multiple disabilities. Social implications This paper, by proposing a solution towards developing inclusive learning environments, is a step towards inclusion of students with multiple disabilities in VLEs. When these students are able to access these environments with little or no barrier, they will be included in the learning community and also make valuable contributions. Originality/value So far, no study has proposed a solution to the difficulties faced by students with multiple disabilities in existing learning environments. This study is the first to raise this issue and propose a solution to designing for multiple disabilities. This will hopefully encourage other researchers to delve into researching the educational needs of students with multiple disabilities.

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9

Lancioni, Giulio E., Mark F. O'Reilly, Doretta Oliva, Nirbhay N. Singh, and Mauro M. Coppa. "Multiple Microswitches for Multiple Responses with Children with Profound Disabilities." Cognitive Behaviour Therapy 31, no. 2 (January 2002): 81–87. http://dx.doi.org/10.1080/16506070252959517.

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10

Okitsu, Takuji. "Audiological problems in children with multiple disabilities." AUDIOLOGY JAPAN 53, no. 6 (2010): 664–76. http://dx.doi.org/10.4295/audiology.53.664.

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11

Morris, Robin D., Maureen W. Lovett, Maryanne Wolf, Rose A. Sevcik, Karen A. Steinbach, Jan C. Frijters, and Marla B. Shapiro. "Multiple-Component Remediation for Developmental Reading Disabilities." Journal of Learning Disabilities 45, no. 2 (May 5, 2010): 99–127. http://dx.doi.org/10.1177/0022219409355472.

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12

Patterson, Kim. "Sensory Stories for People With Multiple Disabilities." ASHA Leader 21, no. 8 (August 2016): 34–36. http://dx.doi.org/10.1044/leader.miw.21082016.34.

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13

Steege, Mark. "Book Review: Assessing Students with Multiple Disabilities." Journal of the Association for Persons with Severe Handicaps 15, no. 4 (December 1990): 272–73. http://dx.doi.org/10.1177/154079699001500408.

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14

Roush, Jackson, Meredith A. Holcomb, Patricia A. Roush, and Maria Luisa Escolar. "When Hearing Loss Occurs with Multiple Disabilities." Seminars in Hearing 25, no. 04 (November 2004): 333–45. http://dx.doi.org/10.1055/s-2004-836135.

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15

Tietze, Anna-Lena, Markus Blankenburg, Tanja Hechler, Erik Michel, Michelle Koh, Bernhard Schlüter, and Boris Zernikow. "Sleep disturbances in children with multiple disabilities." Sleep Medicine Reviews 16, no. 2 (April 2012): 117–27. http://dx.doi.org/10.1016/j.smrv.2011.03.006.

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16

Phillips, Julie. "Sexual Assault, Multiple Disabilities And The Law." Australian Feminist Law Journal 7, no. 1 (January 1996): 157–62. http://dx.doi.org/10.1080/13200968.1996.11077219.

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17

Barrell, Anneliese. "People with Profound and Multiple Learning Disabilities." Physiotherapy 86, no. 1 (January 2000): 54. http://dx.doi.org/10.1016/s0031-9406(05)61353-3.

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18

Benedict, Mary I., Roger B. White, Louise M. Wulff, and Belinda J. Hall. "Reported maltreatment in children with multiple disabilities." Child Abuse & Neglect 14, no. 2 (January 1990): 207–17. http://dx.doi.org/10.1016/0145-2134(90)90031-n.

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19

Kohzuki, Masahiro. "Pulmonary Rehabilitation in Multimorbidity and Multiple Disabilities." Pulmonary Research and Respiratory Medicine - Open Journal 2, no. 2 (June 15, 2015): e1-e2. http://dx.doi.org/10.17140/prrmoj-2-e001.

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20

Kohzuki, Masahiro. "Rehabilitation for Multimorbidity and Multiple Disabilities（MMD）." Japanese Journal of Rehabilitation Medicine 59, no. 9 (September 18, 2022): 926–33. http://dx.doi.org/10.2490/jjrmc.59.926.

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21

Trustisari, Hastin, and Mari Esterilita. "DAMPAK PERUNDUNGAN ANAK YANG MEMILIKI SAUDARA KANDUNG (SIBLING) DISABILITAS GANDA." MEDIA BINA ILMIAH 15, no. 5 (December 30, 2020): 4489. http://dx.doi.org/10.33758/mbi.v15i5.910.

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This article is a research focusing on bullying experienced by siblings as a result of having family members with multiple disabilities. This research is a case study of siblings whose family members attend SLBG (Special School for Multiple Disabilities) Rawinala East Jakarta. Bullying does not only encounter people with disabilities, but also their siblings. The limitations possessed by people with multiple disabilities are often concerned and treated differently by family members and the community. Living together with people who have double disabilities as siblings is a challenge that creates particular vulnerability among siblings themselves. This vulnerability is influenced by how parents and the surroundings understand children with disabilities and their siblings. Having siblings with multiple disabilities could cause bullying. The purpose of this research is to identify forms of bullying received by teenagers who have siblings with multiple disabilities along with the impact of the bullies . This qualitative research is descriptive study in which the informants are selected by using purposive sampling. Data collection techniques used for this research involved observation, interview, FGD, and documentation. The data processing is conducted in several stages: data reduction, data presentation, and conclusion and data verification. The results of this study indicate that teenagers who experience bullying have certain acceptance reactions towards their siblings with disabilities. This condition causes siblings with disabilities feel ashamed, unconfident, thus it impacts their relationship with both their aforementioned siblings with multiple disabilities and the community. Supports from family and the surroundings are urgently needed to overcome the impact of bullying.

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22

Waltzman, Susan. "Contemporary Considerations for Cochlear Implantation for Children With Multiple Disabilities." Perspectives on Hearing and Hearing Disorders in Childhood 19, no. 2 (September 2009): 69–74. http://dx.doi.org/10.1044/hhdc19.2.69.

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Abstract Due to advances in cochlear implant technology and the remarkable outcomes often achieved by persons with severe to profound hearing loss, cochlear implant candidacy criteria has expanded since the first children were implanted almost twenty years ago. Evidence of this can be seen in the increased willingness to provide cochlear implants for children with multiple disabilities. Over the last decade, several reports have appeared in the peer-reviewed literature describing cochlear implant outcomes of children with multiple disabilities. This paper will summarize those reports, discuss realistic expectations of implantation for children with multiple disabilities, and describe contemporary management protocols for the otologic, audiologic, and rehabilitative management of children with multiple disabilities.

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23

Shih, Ching-Hsiang, and Ching-Tien Shih. "Assisting people with multiple disabilities to use computers with multiple mice." Research in Developmental Disabilities 30, no. 4 (July 2009): 746–54. http://dx.doi.org/10.1016/j.ridd.2008.10.008.

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24

Hanline, Mary Frances, and Marci J. Hanson. "Integration Considerations for Infants and Toddlers with Multiple Disabilities." Journal of the Association for Persons with Severe Handicaps 14, no. 3 (September 1989): 178–83. http://dx.doi.org/10.1177/154079698901400302.

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The implementation of P.L. 99–457 will result in the expansion of services to infants, toddlers, and preschoolers with disabilities. With this expansion, the issue of providing opportunities for social integration with non-disabled peers for infants and toddlers with multiple disabilities in community-based settings assumes increasing importance. Because the developmental, educational, and family needs of very young children differ from those of older children, successful integration requires careful consideration of the unique issues facing these children and their families. This article outlines these issues in order to stimulate appropriate integration opportunities for infants and toddlers with multiple disabilities.

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25

Hidayah, Lutfia Nur, and Nurhadi. "Makna Kesejahteraan Subjektif bagi Perempuan Penyandang Disabilitas pada Masa Pandemi COVID-19." Journal of Social Development Studies 3, no. 1 (May 26, 2022): 56–69. http://dx.doi.org/10.22146/jsds.4378.

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Perbedaan makna kesejahteraan dalam konsep welfare dan well-being telah menciptakan kesenjangan dalam produk kebijakan sosial yang seringkali didominasi oleh aspek objektif-material. Sebagai salah satu upaya dalam memahami konsep kesejahteraan secara utuh, tulisan ini berfokus pada makna kesejahteraan subjektif bagi salah satu kelompok dengan kerentanan ganda, yaitu perempuan penyandang disabilitas dengan kontekstualisasi masa pandemi COVID-19. Penelitian ini dilakukan melalui wawancara mendalam dengan sembilan orang perempuan penyandang disabilitas di KSM Harapan Mulia. Dengan menggunakan konsep kesejahteraan subjektif dan perspektif interseksionalitas sebagai kerangka teoritis, penelitian ini menunjukkan beberapa hasil penting. Pertama, pemaknaan perempuan penyandang disabilitas atas kesejahteraan subjektif berkaitan erat dengan konsekuensinya sebagai perempuan serta penyandang status disabilitas. Kedua, temuan tersebut mendasari temuan lain bahwa kesejahteraan subjektif tidak secara ‘murni’ terbatas pada penilaian internal, melainkan disertai dengan pengaruh-pengaruh yang berasal dari konteks objektif di luar individu yang saling bersilangan. Kata kunci: kesejahteraan subjektif, perempuan disabilitas, kerentanan ganda, pandemi COVID-19 The distinctive aspect in the meaning of welfare and well-being in its perception has created gaps in social policy products which are often dominated by objective-material aspects. In an attempt to comprehend the concept of welfare and well-being as a whole, this study focuses on the meaning of subjective well-being for one of the groups with multiple vulnerabilities, namely women with disabilities contextualization during the COVID-19 pandemic. This research is conducted through in-depth interviews with nine women with disabilities at KSM HarapanMulia. By applying the concept of subjective well-being and the perspective of intersectionality as a theoretical framework, this study resulted in several main points. First, the perspective of women with disabilities on subjective well-being are closely related to the consequences as women and persons with disability. Second, this result underlies another result that subjective well- being is not 'purely' limited to internal judgments but is accompanied by intersecting influences originating from objective contexts outside the individual. Keywords: subjective well-being, women with disabilities, multiple vulnerabilities, COVID-19 pandemic

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26

Kishore, M. Thomas. "Disability impact and coping in mothers of children with intellectual disabilities and multiple disabilities." Journal of Intellectual Disabilities 15, no. 4 (December 2011): 241–51. http://dx.doi.org/10.1177/1744629511431659.

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Understanding the disability impact on parenting and caregiving is important for intervention. The present study was designed to understand the differences in perceived disability impact and related coping in mothers having children with intellectual disabilities alone compared to those having children with intellectual disabilities and additional disabilities. Accordingly, 30 mothers of children with intellectual disabilities and 30 mothers of children with intellectual and additional disabilities were assessed for disability impact and coping. Group differences for disability impact were present in specific domains but not overall. Despite variations in coping pattern, both positive and negative coping strategies were observed in both groups. The results may imply that the impact of intellectual disability is so pervasive that except in certain domains mothers may not perceive the further impact of additional disabilities. Positive coping does not rule out negative coping strategies. These findings have specific relevance to service delivery in a cultural context.

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27

Rogers, Wendy, and Nicole Johnson. "Strategies to Include Students with Severe/Multiple Disabilities within the General Education Classroom." Physical Disabilities: Education and Related Services 37, no. 2 (December 30, 2018): 1–12. http://dx.doi.org/10.14434/pders.v37i2.24881.

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Federal legislation such as IDEA (1997) and NCLB (2001) have led to an increase in the number of students with significant disabilities receiving instruction in the general education classroom. This inclusionary movement has established a more diverse student population in which general and special education teachers are responsible for providing instruction that meets the needs of all their students. Although most research focuses on effective inclusionary practices for students with high incidence disabilities (e.g., learning disabilities), literature has revealed a dramatic increase in the number of students with severe/multiple disabilities receiving support in general education settings. Therefore, it is imperative that educators acquire the effective inclusive practices necessary to meet the unique needs of students with severe/multiple disabilities. A review of literature was conducted to determine effective ways to include and support students with severe/multiple disabilities within the general education classroom.

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28

Kantor, Jiří, and Libuše Ludíková. "The Families of Students with Multiple Disabilities in the Educational Process." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 3 (May 17, 2015): 115. http://dx.doi.org/10.17770/sie2015vol3.373.

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<p><em>This paper focuses on several aspects of the relationship between families of students with multiple disabilities and the educational process. Quality-based methodology was used for the research due to a lack of sufficient theoretical background in this area. The objective of the paper was to elucidate the significance of education of students with multiple disabilities for their families and to describe the process of cooperation between these families and the teachers. This paper uses data and outputs from a qualitative analysis of education of students with severe multiple disabilities (semi-structured interviews with 45 teachers of students with multiple disabilities, observation of 4 students in the educational process and an analysis of 30 samples of educational documents using open, axial and selective coding). The resulting theory was combined with the results of a survey focused on the cooperation between the families and the teachers in order to gain a saturated data sample. This survey used semi-structured interviews with 5 teachers of students with multiple disabilities. The data from these interviews were analysed by means of open coding, compared with the outputs of the previous research and a theoretical model for educational intervention with the families of students with multiple disabilities was constructed and described. This model offers ideas for educational practice as well as further research.</em></p>

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29

KASPRZAK, TOMASZ. "Edukacja uczniów z niepełnosprawnością sprzężoną w Republice Czeskiej." Interdyscyplinarne Konteksty Pedagogiki Specjalnej, no. 22 (September 15, 2018): 289–304. http://dx.doi.org/10.14746/ikps.2018.22.16.

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Tomasz Kasprzak, Education of pupils with multiple disabilities in the Czech Republic, Interdisciplinary Contexts of Special Pedagogy, No. 22, Poznań 2018.Pp. 289–303. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.22.16 Currently, recognition of the right of all people to education is considered completely natural. Since the mid-1990s, in the Czech Republic, the issue of educating people with multiple disabilities has been increasingly addressed. The main purpose of this study is to characterise the approach to education of persons with multiple disabilities in the Czech Republic. The article contains interpretations of the concept of multiple disabilities, both in the Czech literature and in international literature, with particular emphasis on the Czech approach.

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30

Sigafoos, Jeff, and Roslyn Dempsey. "ASSESSING CHOICE MAKING AMONG CHILDREN WITH MULTIPLE DISABILITIES." Journal of Applied Behavior Analysis 25, no. 3 (September 1992): 747–55. http://dx.doi.org/10.1901/jaba.1992.25-747.

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31

Kitano, Masako, Mareaki Hayashi, Nari Ohhara, Hiromi Tsuruoka, Satoko Usui, and Kazuhiko Takeuchi. "Hearing aid use in children with multiple disabilities." AUDIOLOGY JAPAN 65, no. 4 (August 30, 2022): 239–46. http://dx.doi.org/10.4295/audiology.65.239.

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32

"Japanese Journal for Sign Language Studies", Editorial Board of. "Special Issue: Sign Language Studies and Multiple-Disabilities." Japanese Journal of Sign Language Studies 25 (2016): 1–2. http://dx.doi.org/10.7877/jasl.25.1.

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33

Bernal, Catherine. "Profound intellectual and multiple disabilities: nursing complex needs." Learning Disability Practice 12, no. 3 (April 1, 2009): 9. http://dx.doi.org/10.7748/ldp.12.3.9.s14.

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34

권회연, Byung-Un Jeon, and 이미애. "Types of Multiple Intelligence on Children with Disabilities." Journal of Special Children Education 12, no. 4 (December 2010): 355–72. http://dx.doi.org/10.21075/kacsn.2010.12.4.355.

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35

Suemitsu, Shigeru. "Persons With Intellectual and Multiple Disabilities in Japan." Journal of Policy and Practice in Intellectual Disabilities 6, no. 2 (June 2009): 81–82. http://dx.doi.org/10.1111/j.1741-1130.2009.00212.x.

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36

Fisher, Douglas. "Educating Children With Multiple Disabilities: A Collaborative Approach." Mental Retardation 43, no. 1 (February 2005): 66–67. http://dx.doi.org/10.1352/0047-6765(2005)43<63:br>2.0.co;2.

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37

Eichinger, Joanne, and Sheila Woltman. "Integration Strategies for Learners with Severe Multiple Disabilities." TEACHING Exceptional Children 26, no. 1 (September 1993): 18–21. http://dx.doi.org/10.1177/004005999302600106.

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38

Young, Hannah. "Conceptualising bereavement in profound and multiple learning disabilities." Tizard Learning Disability Review 21, no. 4 (October 3, 2016): 186–98. http://dx.doi.org/10.1108/tldr-09-2015-0035.

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Purpose Bereavement and loss are key factors in poor emotional wellbeing among people with profound and multiple learning disabilities (PMLD). However, little attention has been drawn to this group in the grief and disability literature. The purpose of this paper is to make sense of bereavement and loss in people with PMLD, with reference to theoretical contributions to the field and studies of grief reactions. Design/methodology/approach A systematic review revealed 34 relevant published works. These were analysed for relevant contributions. Findings Three main types of theoretical contributions have been made; traditional grief theories, cognitive approaches and attachment-based perspectives. Although a limited number of case studies exist, a range of grief reactions have been reported in people with PMLD. Traditional grief theories and cognitive approaches are somewhat limited in making sense of grief responses in this group, while attachment-based perspectives may prove useful in providing theoretical and therapeutic direction. Research limitations/implications Further research is required to more accurately describe the nature of relationships in people with PMLD. Practical implications Major contributions to the field point to the value of facilitating engagement with the grieving process, through communication around the loss and training for staff. In addition, attachment-based perspectives are offering routes for establishing therapeutic relationships that may help to resolve behavioural difficulties. Originality/value This paper provides an overview of the perspectives within bereavement and disability, drawing together clear theoretical frameworks for future research and practice.

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Siva, A. "IN43-WE-03 Managing disabilities in multiple sclerosis." Journal of the Neurological Sciences 285 (October 2009): S33. http://dx.doi.org/10.1016/s0022-510x(09)70158-3.

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40

Darling, Joseph A., and Deborah K. Circo. "Measuring happiness in individuals with profound multiple disabilities." Research in Developmental Disabilities 47 (December 2015): 117–25. http://dx.doi.org/10.1016/j.ridd.2015.09.005.

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41

Borowczyk, Joanna. "Rehabilitation Spaces – Architecture for Children with Multiple Disabilities." IOP Conference Series: Materials Science and Engineering 471 (February 23, 2019): 072017. http://dx.doi.org/10.1088/1757-899x/471/7/072017.

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42

Mun, Sehui, and Jina Noh. "The Experience and Perception of Early Childhood Special Education Teachers on the Operation of 2019 revised NURI Curriculum for Children with Severe and Multiple Disabilities." Korean Journal of Early Childhood Special Education 22, no. 2 (June 30, 2022): 23–49. http://dx.doi.org/10.21214/kecse.2022.22.2.23.

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The purpose of this study is to investigate the experiences and perceptions of early childhood special education teachers in applying 2019 revised NURI curriculum to young children with severe and multiple disabilities. For this purpose, individual interviews were conducted with 6 early childhood special education teachers who had experience in applying revised NURI curriculum to children with severe and multiple disabilities. Data were analyzed into 3 topics and 8 subcategories through qualitative content analysis. The key themes were 1) revised NURI curriculum and young children with severe and multiple disabilities, 2) experience of operating revised NURI curriculum for young children with severe and multiple disabilities, 3) difficulty and support needs of revised NURI curriculum for young children with severe and multiple disabilities. The main findings were as follows. First, participants experienced confusion and trial and error, while recognizing the importance of play. Second, participants supported children’s play through close observation, making special teaching materials, conducting direct teaching, and cooperating with fellow teachers and family members. Third, participants stated that support in various aspects such as medical/treatment support, teacher support, and environmental support was necessary. Based on the results of the study, we discussed the operational support ways that should be considered when applying revised NURI curriculum to young children with severe and multiple disabilities.

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43

Ivanova, Elena V., K. Z. Bakhtiyarova, and E. V. Safronova. "MEDICO-SOCIAL CHARACTERISTIC OF PATIENTS WITH MULTIPLE SCLEROSIS IN UFA." Medical and Social Expert Evaluation and Rehabilitation 20, no. 4 (December 15, 2017): 181–84. http://dx.doi.org/10.18821/1560-9537-2017-20-4-181-184.

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The analysis of the structure and dynamics of total disability due to multiple sclerosis in the city of Ufa from 2010 to 2016 years. 256(48,5%) patients including 72% out of them of working age have the persistent disability. The majority of persons with disabilities (57%) have secondary-progressive course of the disease. The average age of persons with disabilities due to multiple sclerosis accounted of 47.3 ± 11.6 years, the average score on the EDSS of persons with disabilities was 5.3 ± 1.3 points, the average duration of the disease before the appearance of signs of persistent disability accounts of 9.8 ± 8.2 years. Economic losses due to disability from multiple sclerosis in Ufa amounted to 3 543 493 849,15 RUB.

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Lancioni, Giulio E., Mark F. O’Reilly, Doretta Oliva, and Mauro M. Coppa. "Using multiple microswitches to promote different responses in children with multiple disabilities." Research in Developmental Disabilities 22, no. 4 (July 2001): 309–18. http://dx.doi.org/10.1016/s0891-4222(01)00074-9.

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45

Wynia, K., B. Middel, JP van Dijk, JHA De Keyser, and SA Reijneveld. "The impact of disabilities on quality of life in people with multiple sclerosis." Multiple Sclerosis Journal 14, no. 7 (June 23, 2008): 972–80. http://dx.doi.org/10.1177/1352458508091260.

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Objective People with Multiple Sclerosis (MS) experience lower levels of quality of life (QOL) than people from the general population. We examined the relative impact of MS-related disabilities on QOL. Method Data were obtained from a sample of 530 patients who completed the Multiple Sclerosis Impact Profile (MSIP), a disability measure based on the International Classification of Functioning,Disabilities and Health (ICF) and two generic health-related QOL measures, the Medical Outcome study Short Form Questionnaire (SF-36) and the World Health Organization Quality Of Life-BREF (WHOQOL-BREF). The impact of disabilities on QOL was estimated using hierarchical multiple regression analyses after controlling for the clinical course of MS. Results Disabilities contributed to a unique and substantial extent to QOL variance. “Impairments in mental functions” was the most important QOL predictor. “Fatigue” showed the highest prevalence and severity scores, while the impact on QOL was limited. The estimated impact on QOL appeared to be dependent on the applied QOL measure: the WHOQOL-BREF was sensitive to disabilities related to all four ICF components, while the SF-36 was only sensitive to disabilities belonging to the 'body functions' and ‘activities’ components. Conclusion Treatment programmes should target impairments in cognitive functioning, emotional functioning and sleep. Interventions are best evaluated using the WHOQOL-BREF.

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Spaulding, Sandi. "Book Mark: Women with Visible and Invisible Disabilities: Multiple Intersections, Multiple Issues, Multiple Therapies (2003)." Canadian Journal of Occupational Therapy 72, no. 1 (February 2005): 61. http://dx.doi.org/10.1177/000841740507200117.

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Daviso, Alfred W., Robert M. Baer, Robert W. Flexer, and Richard Meindl. "Career and Technical Education, Work Study, & School Supervised Work: How Do They Impact Employment/or Students with Disabilities?" Journal of Applied Rehabilitation Counseling 47, no. 2 (June 1, 2016): 10–19. http://dx.doi.org/10.1891/0047-2220.47.2.10.

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The researchers examined whether three predictors of post-school employment outcomes identified by the National Secondary Transition Technical Assistance Center (NSTTA C, 20 J 3) remained significant for five subgroups of students with: (a) learning disabilities, (b) intellectual disabilities, (c) multiple disabilities, (d) emotional disabilities, and (e) other health impairments. The three predictors used in this study were: (a) vocational (career and technical) education, (b) work study, and (c) school-supervised community work while in high school. The researchers conducted a secondary analysis on a sample of5,307 youth with disabilities, of which 4,952 fell into one of the five disability subgroups used in this analysis. The authors found that competitive employment after graduation was predicted by career and technical education and work-study for students with other health impairments and learning disabilities and by school-supervised work experiences for students with multiple disabilities.

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Alsuhaibani, Aseel S., Anya S. Evmenova, Heidi J. Graff, and Jodi M. Duke. "Arabic Version of the Arc's Self-Determination Scale for Saudi Female Adolescents with Intellectual Disabilities, Learning Disabilities, and Multiple Disabilities." Journal of International Special Needs Education 24, no. 1 (April 1, 2021): 36–46. http://dx.doi.org/10.9782/jisne-d-19-00007.

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Abstract There is limited recognition of the concept of self-determination in Middle Eastern cultures. Consequently, there are no adapted measures of self-determination for Arabic adolescents with intellectual disabilities, learning disabilities, or multiple disabilities (intellectual disability and physical impairment). The purpose of this study was to examine the internal consistency reliability and construct validity of a translated and adapted version of the Arc's Self-Determination Scale. The participants in this study were 364 Saudi female adolescents between 14 and 22 years old who had intellectual disabilities, learning disabilities, or multiple disabilities and were enrolled in educational organizations in Saudi Arabia. An Arabic version of the Arc's Self-Determination Scale was translated and back-translated by the researchers and then refined and validated by a panel of experts. The translated and adapted Arc's self-determination scale was administered to the participants by their teachers at their schools. Thirty-four items were deleted from the scale, and seven items were modified by the researchers because they were culturally inappropriate. Factorial analysis showed proof of construct validity. The findings of this study showed that the translated and adapted version of the Arc's Self-Determination Scale is a validated assessment within Saudi culture; however, further validation studies with larger samples are needed. This study replicated the findings of previous studies with an international sample and confirmed the universality of the concept of self-determination as well as differences in the operationalization of the self-determination construct across cultures.

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Jamali-Phiri, Monica, Ikenna D. Ebuenyi, Emma M. Smith, Juba Alyce Kafumba, Malcolm MacLachlan, and Alister Munthali. "Socio-Demographic Factors Influencing the Use of Assistive Technology among Children with Disabilities in Malawi." International Journal of Environmental Research and Public Health 18, no. 6 (March 16, 2021): 3062. http://dx.doi.org/10.3390/ijerph18063062.

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This paper aims to address the information gap on the influence of socio-demographic factors on access and utilization of Assistive Technology (AT) among children with disabilities in Malawi. Thus, it contributes towards the realization of the recommendations of the UN Convention on the Rights of Persons with disabilities and the development of a framework for creating an effective national AT policy. The paper used two statistically matched datasets, namely, the 2017 survey on Living conditions among persons with disabilities in Malawi and the 2015-16 Malawi Demographic and Health survey. Logistic regression and structural equation modeling techniques were utilized to assess the influence of socio-demographic factors on the use of AT among children with disabilities. The results indicate that there is a high level of unmet need for AT among young children aged 2 to 9 and those living in urban areas. The results further indicate that children with multiple disabilities have lower odds (OR = 0.924) of using AT for personal mobility compared to children with a single functional difficulty. These results entail that AT needs for children with multiple disabilities are not adequately addressed. Therefore, when developing policies on AT, younger children and those with multiple disabilities need to be specifically targeted.

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Bashmakova, Svetlana B., Elena V. Khmelkova, Irina A. Koneva, Natalia V. Karpushkina, and Veronika V. Kisova. "The development of phrasal speech in primary schoolchildren with multiple developmental disabilities." Perspectives of Science and Education 54, no. 6 (December 31, 2021): 317–29. http://dx.doi.org/10.32744/pse.2021.6.21.

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Introduction. Today, the education system covers all categories of children with disabilities. This category also includes children with severe and multiple developmental disabilities. Until recently, only a small part of these children studied. Most of them did not study due to the severity of a developmental disability. Consequently, in order to exercise their constitutional right to education, specialists of a special (defectological) profile should be actively involved in the development of training programs and psychological-pedagogical support for such children. The purpose of the study is to test a program for phrasal speech development in primary schoolchildren with multiple developmental disabilities. Materials and methods. The study was conducted at schools for students with disabilities in the cities of Kirovo-Chepetsk and Kirov (Kirov region, Russian Federation). The empirical part of the work was carried out on a sample of thirty-four (34) primary schoolchildren with multiple developmental disabilities. The adapted methodology of L.V. Kovrigina "The study of phrasal speech" was used, which makes it possible to assess the development of impressive and expressive phrasal speech. Results. A correctional-developmental program for phrasal speech development in primary schoolchildren with multiple developmental disabilities was developed and tested. This program is aimed at developing the understanding of addressed speech, expanding vocabulary, activating one's own speech utterance through learning to form and expand a phrase. The positive dynamics of phrasal speech development in primary schoolchildren after the formative experiment was revealed. There were significant changes in the development of impressive (χ2=47.852 at p≤0.05) and expressive (χ2=33.78 at p≤0.05) phrasal speech. Discussion and conclusion. The research materials can be used by specialists in organizing and performing correctional-developmental work with this category of children in the context of special education.

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