Relevant bibliographies by topics / Strategies in communication with people with mental disabilities

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

Academic literature on the topic 'Strategies in communication with people with mental disabilities'

Author: Grafiati
Published: 28 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Strategies in communication with people with mental disabilities"

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Patel, Kunden, Laura Roche, Nicola Coward, Jacqueline Meek, and Celia Harding. "Promoting positive communication environments: a service evaluation." Tizard Learning Disability Review 23, no. 4 (October 1, 2018): 192–200. http://dx.doi.org/10.1108/tldr-04-2018-0009.

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Purpose The purpose of this paper is to present an evaluation of a programme of training and support provided to staff, which aimed to encourage supported communication environments for people with learning disabilities. Design/methodology/approach Training, monitoring and support for communication, specifically augmentative and alternative communication (AAC) strategies, was provided by speech and language therapy staff to two residential services over 46 weeks. Staff and service user communications were observed pre- and post-intervention. Findings In one provision there was an increase in service user initiations and the use of some AAC strategies by support staff. In the other provision there was no change in service user initiations and a decrease in the range of AAC strategies used. It appears that some forms for AAC remain challenging for staff to implement. Originality/value This evaluation explores ways of using specialist support services to improve communication environments for people with learning difficulties. Possible reasons for differences in the outcome of the intervention are discussed. Future research into the types of communication interactions experienced by people with learning disabilities across the range of communication styles may be useful so that support staff can be better helped to provide sustained and enriched communication environments.
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Sari, Nurazila, and Khamim Zarkasih Putro. "Assistance and Learning Strategies for Deaf Children." JOYCED: Journal of Early Childhood Education 1, no. 1 (June 19, 2021): 39–52. http://dx.doi.org/10.14421/joyced.2021.11-05.

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This study aimed to find out how the strategies for mentoring and learning deaf children are. The current phenomenon about deaf children is that they have difficulty communicating or can be categorized as low in communication with other people because their vocabulary is lacking. In the world of education, there are still few people who understand the characteristics of deaf children. It was also found that one of the teachers at an extraordinary school was more understanding when communicating with children with disabilities, mental disorders, and others than communicating with deaf children. This data collection technique is through descriptive analysis, content analysis or content analysis, and concluding a literary method with the type of library research, namely the mentoring and learning strategy for deaf children. There is an inclusive school for each child according to their particular needs. All efforts are made to be served optimally by making various modifications and adjustments. Learning media that can be used for deaf children are visual stimulation media and auditory stimulation media.
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Trascu, R., and L. Spiru. "FC28-03 - Are there effective strategies for communicating with Alzheimer patients?" European Psychiatry 26, S2 (March 2011): 1973. http://dx.doi.org/10.1016/s0924-9338(11)73676-8.

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IntroductionDiagnosing Alzheimer Disease (AD) is a long-lasting process, mainly due to the variability of initial symptoms (i.e. memory problems, speech difficulties, behavioral changes). Patients are usually either unaware of their difficulties or attempting to conceal them.AimsWe wanted to establish whether, based on existing knowledge, a better understanding of the leading causes of miscommunication can overcome communication barriers for AD patients.ObjectivesWe tried to summarize the existing recommendations and gold-practices and to contract them into key messages in order to improve quality of communication.MethodWe performed a systematic overview of medical literature (PubMed search, disclos* OR communic* NOT communicate AND Alzheimer), selecting of the 516 resulting titles those papers focused on doctor/patient and doctor/caregiver communication issues.ResultsSpecific communication requirements were identified for effective collaboration between(1)physician and patient,(2)physician and patient's caregivers/family and(3)caregivers/family and patient.A minimal set of communication skills and predictable courses of action was further developed, depending on(a)best practices and(b)recommended practices.ConclusionsAlthough communicating with people with Alzheimer is difficult, quite often the communication barriers are mainly due to an inaccurate perception of the disease and of patient limitations and disabilities. Understanding the mechanisms involved and acquiring certain interpersonal habits may significantly improve communication effectiveness, particularly in mild and moderate AD.
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Eng, Bennett, Paul Addison, and Howard Ring. "A guide to intellectual disability psychiatry assessments in the community." Advances in Psychiatric Treatment 19, no. 6 (November 2013): 429–36. http://dx.doi.org/10.1192/apt.bp.113.011213.

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SummaryPsychiatric assessment in the community is an important part of both the initial assessment process and delivery of follow-up care in adult intellectual disability services in the UK. This article examines how such assessments can be carried out safely and explores the clinical skills required to perform them effectively. Use of the psychiatric interview and mental state examination to elicit information is discussed. Communication difficulties experienced by people with intellectual disabilities and strategies that may be employed to address these in the assessment process are also explored. The article is directed at psychiatrists, in particular specialty trainees, and other healthcare professionals who work with intellectually disabled people.
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Alua, Smanova, Ibraimova Leskul, Aitenova Elmira, Rakhmetova Raigul, Serikbayeva Gaisha, and Abdykadyrov Aidos. "Communicative Competence Enhancement in Teaching Students with Special Needs." Journal of Intellectual Disability - Diagnosis and Treatment 9, no. 3 (June 1, 2021): 336–41. http://dx.doi.org/10.6000/2292-2598.2021.09.03.10.

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Communication is powerful instruments of interaction that provide equality to those who have a severe intellectual disability. We are presenting a comprehensive communication model to enhance their chances of interacting with others and improving professionals' understanding of intellectual disability. Most of the existing literature on different disabilities focuses on people who have some capacities to perform certain skills to a certain degree. Our model allows effective learning and proactive interaction for both the disabled and the professionals. Moreover, it offers resources and a wide range of knowledge about the syndromes and the right strategies to be used. The idea of this research paper arose out of an awareness that students with language learning disabilities are completely ignored in the educational system, and there are no special programs that cater to these students. They are placed in normal schools that are not prepared to deal with their unique difficulties. This paper, therefore, is an attempt to provide teachers with multiple-strategies models for teaching English language skills to these students at the intermediate level and beyond. Also, this research paper describes strategies for language learning and language use in regular language activities. Communication is powerful instruments of interaction that provide equality to those who have a severe intellectual disability. We are presenting a comprehensive communication model to enhance their chances of interacting with others and improving professionals' understanding of intellectual disability. Most of the existing literature on different disabilities focuses on people who have some capacities to perform certain skills to a certain degree. Our model allows effective learning and proactive interaction for both the disabled and the professionals. Moreover, it offers resources and a wide range of knowledge about the syndromes and the right strategies to be used. The idea of this research paper arose out of an awareness that students with language learning disabilities are completely ignored in the educational system, and there are no special programs that cater to these students. They are placed in normal schools that are not prepared to deal with their unique difficulties. This paper, therefore, is an attempt to provide teachers with multiple-strategies models for teaching English language skills to these students at the intermediate level and beyond. Also, this research paper describes strategies for language learning and language use in regular language activities.
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Alborz, Alison, Rosalind McNally, and Caroline Glendinning. "Access to health care for people with learning disabilities in the UK: mapping the issues and reviewing the evidence." Journal of Health Services Research & Policy 10, no. 3 (July 1, 2005): 173–82. http://dx.doi.org/10.1258/1355819054338997.

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Objectives: People with learning disabilities are more prone to a wide range of additional physical and mental health problems than the general population. Our aim was to map the issues and review the evidence on access to health care for these patients. The review sought to identify theory, evidence and gaps in knowledge relating to the help-seeking behaviour of people with learning disabilities and their carers, barriers and problems they experience accessing the full range of health services, and practical and effective interventions aiming to improve access to health care. Methods: A three-strand approach was adopted, involving searches of electronic databases, a consultation exercise and a mail shot to researchers and learning disability health professionals. Evidence relevant to our model of 'access' was evaluated for scientific rigour and selected papers synthesized. Results: Overall, a lack of rigorous research in this area was noted and significant gaps in the evidence base were apparent. Evidence was identified on the difficulties in identifying health needs among people with learning disabilities and the potentially empowering or obstructive influence of third parties on access to health care. Barriers to access identified within health services included problems with communication, inadequate facilities, rigid procedures and lack of appropriate interpersonal skills among mainstream health care professionals in caring for these patients. A number of innovations designed to improve access were identified, including a communication aid, a prompt card to support general practitioners, health check programmes and walk-in clinics. Conclusion: There are important gaps in the knowledge base on access to health care for this group. While these need to be addressed, developing strategies to overcome identified barriers should be a priority, along with fuller evaluation of existing innovations.
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Dern, Sebastian, and Tanja Sappok. "Barriers to healthcare for people on the autism spectrum." Advances in Autism 2, no. 1 (January 4, 2016): 2–11. http://dx.doi.org/10.1108/aia-10-2015-0020.

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Purpose – Adults on the autism spectrum experience difficulties in receiving health care, and health care providers face difficulties in offering health care to adults on the autism spectrum. The purpose of this paper is first, to assess the various difficulties and second, to provide strategies to overcome them. Design/methodology/approach – In this qualitative research project, current barriers and facilitators to health care services were sampled from a collaboration of autistic self-advocates and autism professionals in Berlin, Germany. The findings were complemented by a review of practical guidelines and research about the service accessibility of patients on the autism spectrum. Findings – A comprehensive list of barriers to health care was compiled and structured according to various aspects, such as “making appointments”, “waiting area”, “communication”, and “examination”. Strategies considering the perceptual and communicative peculiarities of autism were found to improve access to health care for autistic adults. Practical implications – Providing access to the health care system may improve the diagnosis and treatment of mental and somatic illnesses, and thereby, the health status and quality of life for people on the autism spectrum. This recognition of the needs of adults on the autism spectrum may serve as a model for other areas in society, such as education and employment. Originality/value – Data acquisition in this project is of special value because it resulted from collaboration between an autistic self-advocacy organization and professionals working in the field of intellectual developmental disabilities considering the experiences of autistic adults in the entire range of intellectual functioning.
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Hedley, Darren, Jennifer R. Spoor, Ru Ying Cai, Mirko Uljarevic, Simon Bury, Eynat Gal, Simon Moss, Amanda Richdale, Timothy Bartram, and Cheryl Dissanayake. "Supportive employment practices: perspectives of autistic employees." Advances in Autism 7, no. 1 (February 11, 2021): 28–40. http://dx.doi.org/10.1108/aia-09-2019-0029.

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Purpose Employment can make an important contribution to individual well-being, for example, by providing people with a sense of purpose; however, autistic individuals face significant barriers to entering the workforce. This is reflected in high levels of underemployment and unemployment, with an estimated 80% of autistic people unemployed worldwide. This is higher than both other disability groups and people without disabilities. Research is needed to identify strategies that facilitate the sustained employment of autistic adults. This study aims to examine the perspectives of autistic individuals participating in a specialized employment program within the information and communication technology sector. Design/methodology/approach Three focus groups were conducted with nine adults on the autism spectrum. Data were analyzed using an inductive approach according to established guidelines, which included coding and categorizing data into themes. Findings Focus group analysis revealed four themes: trainees’ previous work experiences; expectations of the employment program; recruitment and selection processes; and training and transition. Several factors associated with the changes to the recruitment and selection process were found to benefit the autistic employees. Originality/value Few studies have characterized the work experiences of adults on the autism spectrum. Tailored employment processes that challenge traditional human resource management practices can increase the participation of autistic individuals in the workforce. Strategies for promoting the success of these programs are discussed.
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Worthington, Rachel. "The multi-component model of harmful sexual behaviour for people with autism and co-morbid intellectual disabilities – a theory and practice guide." Journal of Forensic Practice 21, no. 1 (January 31, 2019): 1–13. http://dx.doi.org/10.1108/jfp-07-2017-0027.

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PurposeThe purpose of this paper is to explore to what extent neuro-typical theories of sexual offending apply to clients with Levels 2 and 3 autism with a co-morbid intellectual disability (ID). The paper develops a model of harmful sexual behaviour (HSB) for this client group and makes suggestions for how these behaviours can be understood and reduced.Design/methodology/approachThe revised Integrated Theory of Sexual Offending (ITSO) (Ward and Beech, 2016) is used as a starting framework to understand HSB in this client group. This attends to specific neuropsychological systems, brain development, motivation and emotional processing.FindingsThe revised ITSO has some utility in understanding HSB in this client group. This is improved when neuro-atypical specific state factors are identified. Practical ways of establishing these state factors are made which attend to the function of the behaviour in line with “Good Lives” model of rehabilitation.Research limitations/implicationsRecommendations for ways in which the function of HSB in this client group can be identified are made as well as recommendations for how treatment can be tailored dependent on the function of behaviour in this client group.Practical implicationsThe paper makes practical recommendations for how interventions for people with ID and autism in line with Ward, Clack and Haig’s (2016) Abductive Theory of Method which noted that interventions should be adopted to consider wider explanations for offending thus acknowledging that treatment could extend beyond cognitive behavioural therapy for clinical phenomena. Future treatments for clients with autism and LD are suggested which attend to sensory needs, teaching alternative communication strategies for seeking out “deep pressure” or attention in ways that do not involve sexual offending, using picture communication, information technology or Makaton to communicate needs or using social stories to explain the consequences of behaviour. In addition, neuro-atypical interventions which attend to the neuropsychological functioning of clients could also be included in treatment for neuro-typical clients, thus ensuring that interventions attend to every aspect of the ITSO and not purely clinical phenomena.Social implicationsEnhancing treatment interventions for clients with ID and autism could both reduce risk and enhance quality of life for this client group.Originality/valueMuch of the work to date exploring HSB in clients with autism has attended to clients with Level 1 autism or those without an additional ID. This paper provides practitioners with a theory upon which to understand HSB in clients with a dual diagnosis of Levels 2/3 autism and an ID as well as practical recommendations for reducing HSB in this client group.
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Moone, Rajean, Elizabeth Lightfoot Kamal Abdi Suleiman, Courtney Kutzler, Jacob Otis, Kenneth Turck, and Heejung Yun. "Changes in Family Caregiver Roles and Interactions During the COVID-19 Pandemic." Innovation in Aging 4, Supplement_1 (December 1, 2020): 935. http://dx.doi.org/10.1093/geroni/igaa057.3427.

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Abstract Family caregivers provide the majority of support for older adults and people with disabilities in the U.S. The onset of the COVID-19 pandemic forced radical changes in duties and relationships between family caregivers and care recipients. These changes can be attributed to fears of virus transmission as well as federal, state and local government mitigation strategies resulting in social distancing and quarantining limiting caregiving interactions. This qualitative investigation conducted 55 Zoom interviews over summer 2020 with family caregivers to explore their changing roles and duties during the pandemic. Researchers utilized a semi-structured interview guide to explore caregiver experiences with COVID-19. The average age of the caregiver participants was 59 and the average age of the care recipients for whom they provided care was 74. All participants provided unpaid care for family members. Interviews were conducted in English (n=40), Spanish (n=5), Somali (n=5) and Korean (n=5). Care recipients resided in a facility (nursing home, memory care, ICF-DD, or other assisted living) (70%) with the caregiver (20%), and in a separate independent setting (10%). Data from each interview were coded into themes by two researchers. Themes that emerged from the analyses included concerns about care recipient mental and physical health deterioration, lack of communication from formal providers, change in relationships with other family members, and future concerns. Implications for additional research and practice are included.
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Dissertations / Theses on the topic "Strategies in communication with people with mental disabilities"

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Leung, Nga-chi Teresa. "Repair strategies used by Cantonese-speaking children with and without mental handicap." Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B36209685.

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Thesis (B.Sc)--University of Hong Kong, 1998.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1998." Also available in print.
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Yu, Ka-man. "Fostering the communication capability of visually and speech impaired students." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23472522.

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Wagle, Reena Mohan. "Non-verbal communication interaction : its effect on participation in person centered planning /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3064683.

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Samuel, Judith C. "An evalution of intensive interaction in community living settings for adults with profound learning disability." n.p, 2003. http://ethos.bl.uk/.

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Ellis, Maggie P. "Maintaining personhood and self-image in dementia : an exploration of collaborative communication." Thesis, St Andrews, 2009. http://hdl.handle.net/10023/844.

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Cook, Craig A. "An investigation of the factors related to direct care staffs' knowledge of effective instructional strategies for people with developmental disabilities." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002832.

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Dreyfus, Shoshana Judith. "When there is no speech a case study of the nonverbal multimodal communication of a child with an intellectual disability /." Access electronically, 2006. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20070815.141153/index.html.

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Morgan, Michelle F. "An investigation of the use of specific teaching and learning strategies, with the addition of rebuses, to enhance the reading comprehension of young adults with down syndrome /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19347.pdf.

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Malhotra, Neera. "Desirable Conversations: Sexuality and Women with Intellectual Disabilities." PDXScholar, 2016. https://pdxscholar.library.pdx.edu/open_access_etds/2708.

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The American Association of Intellectual and Developmental Disabilities (AAIDD, 2011) assert that individuals with intellectual disabilities, irrespective of gender, have an equal right to learn about and experience their own sexuality. A review of the extant literature indicated that the voices of women with intellectual disabilities on the topic of familial culture, as it relates to sexuality, are rarely included (McCarthy, 1993; Shakespeare, 2000; Siebers, 2012). The purpose of this qualitative study was to examine the role of familial culture and lived experiences of women with intellectual disabilities, ages 21-35, in understanding their own sexuality. Eight women participated in individual and three repeated focus group interviews. The questions that guided this study included: (1) What is the role of familial culture in addressing sexuality for young women with intellectual disabilities and (2) How do young women with intellectual disabilities describe their understanding of sexuality? The findings of this study suggested that familial culture played a significant role in the women's decisions regarding accessing their own sexuality. In addition, data collected indicated that women's lived experiences highly influenced in their understanding of sexuality and as a women with intellectual disabilities. Data from a thematic analysis were used to develop a person-centered theoretical model for understanding sexuality. In addition, these data were used to create a research-based theatrical script, known as an Ethnodrama (Saldana, 2005) to bring forward the voices of these women affirming their understanding of sexuality.
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Yu, Ka-man, and 余嘉雯. "Fostering the communication capability of visually and speech impairedstudents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962701.

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Books on the topic "Strategies in communication with people with mental disabilities"

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AAC strategies for individuals with moderate to severe disabilities. Baltimore, Md: Paul H. Brookes Pub., 2011.

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1958-, York-Barr Jennifer, and Sigafoos Jeff, eds. Implementing augmentative and alternative communication: Strategies for learners with severe disabilities. Baltimore: P.H. Brookes Pub. Co., 1991.

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1950-, Luce Stephen C., ed. Teaching practical communication skills. Washington, D.C: American Association on Mental Retardation, 1996.

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McNaughton, David B. Transition strategies for adolescents & young adults who use AAC. Baltimore, Md: Paul H. Brookes Pub. Co., 2010.

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1938-, Cregan Ailsa, ed. Sign & symbol communication for mentally handicapped people. London: Croom Helm, 1986.

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Moon, M. Sherril. Helping persons with severe mental retardation get and keep employment: Supported employment strategies and outcomes. Baltimore: P.H. Brookes Pub. Co., 1990.

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Massachusetts. Governor's Commission on Mental Retardation. Strategies for change: Supporting community inclusion for persons with mental retardation. Boston, Mass: The Commission, 1996.

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Disability and discourse: Analysing inclusive conversation with people with intellectual disabilities. Hoboken, N.J: Wiley, 2011.

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1954-, Abbeduto Leonard, ed. Language and communication in mental retardation: Development, processes, and intervention. Hillsdale, N.J: Lawrence Erlbaum Associates, 1993.

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How to break bad news to people with intellectual disabilities: A guide for careers and professionals. Philadelphia, PA: Jessica Kingsley Publishers, 2012.

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Book chapters on the topic "Strategies in communication with people with mental disabilities"

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Sigafoos, Jeff. "Teaching Communication Skills to People with Intellectual and Developmental Disabilities." In Adaptive Behavior Strategies for Individuals with Intellectual and Developmental Disabilities, 73–102. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66441-1_4.

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"Communicating With Persons Who Stutter: Perceptions and Strategies." In Handbook of Communication and People With Disabilities, 364–77. Routledge, 1999. http://dx.doi.org/10.4324/9781410603647-35.

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"Communication Strategies in Employment Interviews for Applicants With Disabilities." In Handbook of Communication and People With Disabilities, 147–61. Routledge, 1999. http://dx.doi.org/10.4324/9781410603647-17.

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Susanto, Heru, Hamizah Hamid, Fadzliwati Mohiddin, and Desi Setiana. "Role of Learning Technology Strategies Among People With Disabilities." In Handbook of Research on Analyzing IT Opportunities for Inclusive Digital Learning, 215–48. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7184-2.ch012.

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Unemployment is the main problem within many countries, and it has been increasing in the past few years especially during pandemic COVID-19, not only concerning for fresh graduates but also for people with disabilities. This study is made to understand the factors leading to job opportunities among people with disabilities, which are education, training, job placement, and internship. The study also aims to find challenges and barriers to job opportunity among people with disabilities. It aims to create awareness regarding people with disabilities to be accepted in the society as differently abled persons with specialties. The study findings shows that there is correlation between education, training, job placement, and internship for both hiring and non-hiring companies. To conclude, research findings show that training and work placement experience are factors of job opportunity for people with disabilities. The main challenges or barriers are communication, attitudes, and perceptions of co-workers towards employees with disabilities.
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Roche, Laura, and Jeff Sigafoos. "Instructional Strategies for People With Profound Intellectual and Multiple Disabilities." In Assistive Technologies for Assessment and Recovery of Neurological Impairments, 98–113. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-7430-0.ch005.

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Educating people with profound intellectual and multiple disabilities (PIMD)creates a number of challenges. One general challenge relates to identifying and successfully implementing instructional programs for developing and enhancing the person's adaptive behavior, such as teaching communication and social skills and increasing their overall level of engagement. The purpose of this chapter is to provide an overview of three main instructional approaches that have been applied to enhance engagement and adaptive behavior functioning among people with PIMD. These approaches are (1) intensive interaction, (2) systematic instruction, and (3) assistive technology. Two case studies are included to illustrate the use of assistive technology—specifically augmentative and alternative communication devices and micro-switches—with two adolescents with PIMD. This overview and the case studies suggest that the use of systematic instructional tactics to establish functional use of assistive technology can be an effective instructional approach for people with PIMD.
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Bishop, Jonathan. "Supporting Communication between People with Social Orientation Impairments Using Affective Computing Technologies." In Assistive Technologies for Physical and Cognitive Disabilities, 42–55. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-7373-1.ch003.

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A disability is a physical or mental impairment that has an adverse long-term impact on someone's ability to carry out normal day-to-day activities. This is often thought of in terms of medical conditions with clearly defined symptoms. This chapter, however, argues that it is these symptoms that can be considered to be the impairments and that in the right environment can in fact be advantageous. Someone may be have a medical diagnosis but not be symptomatic due to medication, for instance. In this chapter, a set of symptoms is made up from a number of different scales, called Social-Behavioural Traits (SBTs), which are affected by a person's Serotonergic-Dopamagenic Asynchronicity (SDA). This chapter discusses the role of affective computing in achieving harmony between people with various personality differences, including a model for explaining how technology can influence SDA and SBTs for the better.
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Barr, Owen, and Bob Gates. "People with intellectual disabilities and forensic nursing." In Oxford Handbook of Learning and Intellectual Disability Nursing, 417–52. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198782872.003.0011.

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In the UK, it has been suggested that as many as 7% of prisoners have an intelligence quotient (IQ) of less than 70, and a further 25% have an IQ of 70 to 79. The ‘Transforming Care’ programme of work (England) has highlighted that a number of people with intellectual disabilities are within inpatient beds in a range of settings who might be better placed elsewhere. Nurses for people with intellectual disabilities have a key role when working in forensic services, along with their colleagues who work either directly in prisons or as ‘in-reach practitioners’. Nurses can provide focused risk assessment management strategies in order to inform person-centred care and treatment approaches. They will need to understand the complexities of the forensic population of people with intellectual disabilities, the rights, and aspects of mental health legislation, along with the enormous number of agencies involved. This chapter supports this complex arena of practice with a detailed examination of the issues that nurses for people with intellectual disabilities will need to know.
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Daly, Blánaid, Paul Batchelor, Elizabeth Treasure, and Richard Watt. "Prevention for people with disabilities and vulnerable groups." In Essential Dental Public Health. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199679379.003.0022.

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In this chapter we will look briefly at the prevention needs of people with disabilities and people who are vulnerable and require special care dental services for reasons that may be social. Within this group there will be a spectrum of people with needs and dependencies. Not everyone described as belonging to a vulnerable group in this chapter would identify themselves as disabled; nevertheless, what they have in common are a range of factors that put their oral health at risk, make accessing dental care complicated, or make the provision of dental care complicated. These factors may include a ‘physical, sensory, intellectual, mental, medical, emotional or social impairment or disability, or more often a combination of these factors’ (GDC 2012). People with disabilities have fewer teeth, more untreated disease, and more periodontal disease when compared to the general population in the UK (Department of Health 2007). Good oral health can contribute to better communication, nutrition, self-esteem, and reduction in pain and discomfort, while poor oral health can lead to pain, discomfort, communication difficulties, nutritional problems, and social exclusion (Department of Health 2007). As discussed in previous chapters, the important risk factors for oral diseases include: high-sugar diets, poor oral hygiene, smoking, and alcohol misuse. They are also shared risk factors for chronic non-communicable diseases such as respiratory diseases, cardiovascular diseases, diabetes, and cancers. The basic principles and approaches for the prevention of oral diseases in disabled people and vulnerable groups are similar to those described in previous chapters; however, there is a need to recognize that the context, the circumstances, the settings, and the opportunities for prevention will be slightly different, depending on the groups. For example, some disabled people (e.g. people with learning disabilities) may be reliant on others, such as family, carers, health care workers, to support basic self-care and to access health services. Other vulnerable groups such as homeless people live independent lives but lack access to basic facilities such as drinking water, and a place to store toothbrushes and toothpaste.
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Painter, Kirstin, and Maria Scannapieco. "Children and Adolescents with Mental Illness and the Education System." In Understanding the Mental Health Problems of Children and Adolescents, 284–94. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190927844.003.0018.

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Since schools play an important role in addressing children’s mental illness and in giving necessary support to children, parents and caregivers have to understand their children’s rights and the laws and regulations that can protect children within school settings. Two federal laws mentioned in this chapter are the Individuals with Disabilities Education Act, which requires the educational system to give eligible children with disabilities the same opportunities as children without disabilities, and Section 504 of the Rehabilitation Act of 1973, which prohibits discrimination against people with disabilities. Schools are required to accommodate children with disabilities to make sure they receive the same education and resources as their peers. In addition to these laws, school social work professionals working with children with mental health issues need to develop intervention plans that best meet the needs of each specific child. This chapter provides a list of relevant evidence-informed intervention strategies that social workers can refer to in their future practice.
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Firdaus, Jamila, and Mansi Jadeja. "Quality of Life of People with Intellectual Disability." In Handbook of Research on Diagnosing, Treating, and Managing Intellectual Disabilities, 139–55. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0089-6.ch008.

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Intellectual Disability, according to DSM-V is defined as a “disorder with onset during the developmental period that includes both intellectual and adaptive functioning deficits in conceptual, social and practical domains.” Clinical judgment and individually administered standardized tests confirm deficits in intellectual functions such as reasoning, problem solving, planning, abstract thinking, judgment, academic learning and learning from experience. Adaptive functioning is also deficit as the individual needs assistance in one or more activities of daily living such as communication, social participation and independent living across multiple environments such as home, school, work and community. The need to understand the quality of life of people with intellectual disability is crucial as this mental disability is considered to be a major setback for any individual and his/her family. It needs to be highlighted here, that the families of people with intellectual disability also play a crucial role. New research reviews are required to bring policy changes and better tools.
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Conference papers on the topic "Strategies in communication with people with mental disabilities"

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Batz, Victoria, Henrik Riess, Mareike Gabele, Dominik Schumacher, and Michael Herzog. "CUCKOO - FACILITATING COMMUNICATION FOR PEOPLE WITH MENTAL AND PHYSICAL DISABILITIES IN RESIDENTIAL COMMUNITIES." In International Conference On Interfaces and Human Computer Interaction 2019. IADIS Press, 2019. http://dx.doi.org/10.33965/ihci2019_201906l004.

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Wolniak, Radoslaw. "THE PERCEPTION OF ARCHITECTURAL BARRIERS IN SOSNOWIEC MUNICIPIAL OFFICE FROM DISABLE PERSON POINT OF VIEW." In GEOLINKS International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/geolinks2020/b2/v2/37.

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The paper concentrate on problems connected with problems of peoples with disability. The main aims of the paper is to measure the level of quality of service in the case of architectural barriers in municipal offices by peoples in disability. We made following hypothesis: the types of disability significantly affects the perception of quality of services in municipal office regarding architectural barrier. The problem of satisfaction of people with disability in the case of architectural barriers in municipal office in Sosnowiec was analyzed from type of disability point of view. We distinguished five main types of disability in the paper: sensory impairment – a lack, damage or disorder of sensory analysers’ function (this category includes the blind, the visually impaired, the deaf, hard of hearing persons and people with visual and auditory perception disorders); intellectual impairment – mental retardation; social functioning impairment – disorders of neural and emotional balance; communication impairment – hindered verbal contact (speech impediments, autism, stammering); motor impairment – people with motor organ dysfunction. On the basis of that are discussed in this publication the research, we can conclude that the overall assessment of architectural barriers for people with disabilities is as in the case of the Municipal Office in Sosnowiec at an average level. The problems focus mainly on matters of specialized service selected groups of customers with disabilities who require further elaboration. Another type of problem is to issue a limited number of parking spaces for the disabled, but for objective reasons, it will be difficult to solve. Also we can say that the assessment of the architectural barriers by peoples with various types of disability vary significantly. The architectural barriers are the problem especially for people with motor disabilities – those persons are going to municipal office often and because of type of their disability barriers within the office and near the office is the big problem for them. The results are supporting the hypothesis that the type of disability affects perception of architectural barriers by peoples with disabilities.
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Hathazi, Andrea, and Ioana-Letitia Serban. "THE IMPORTANCE OF REFLECTION-BASED STRATEGIES IN TRAINING PROFESSIONALS WORKING WITH MDVI CHILDREN." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end048.

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This paper focuses on the professional development regarding communication abilities of the teachers and therapists working with children with multiple disabilities and a visual impairment (MDVI). Since the development of communication abilities is a complex process, it must be approached from a continuous, systemic and structured perspective. MDVI children acquire and develop communication skills based on various factors which depend on their specific features and usually they need a large amount of time to learn how to employ different systems of communication so they can express a need or a desire and have an impact on other people or on the environment. In this context, a team of 3 universities, 4 special schools for the blind and visual impaired, one NGO and one IT company have come together in an Erasmus+ European project called PrECIVIM (Promoting Effective Communication for Individuals with a Vision Impairment and Multiple Disabilities) to address the need of a professional training in communication abilities of the specialists working with MDVI children. As a result, a complex training program has been created, based on common experiences, reflective strategies, and different training components. Method: We have focused on a group of 21 professionals working with MDVI children. They were the beneficiaries of a four-part training programme conducted by three experienced trainers on a time frame of 6 months. The programme was delivered in multiple ways, each of them with great reflective value: training manual (individual study), onsite group training, online group supervision and written individual reflective logs. Results: The individual feedback of each participant has been processed and discussed revealing significant improvement in their intervention approach toward MDVI children, in their selection of communication methods or in their professional relationship with the MDVI child. The results of the training programme are presented in terms of the efficiency of the reflection-based strategies for the professional development of each participant. Conclusion: The training programme applied to this group of professionals has emphasized the need of mentors and partners who offer constructive feedback and who implement reflective strategies in the intervention process regarding communication with MDVI children. In this sense, the reflective logs should be considered a great resource in the intervention and therapeutic process of MDVI children.
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