Prisoners with intellectual disability: How to adapt interventions and the environment

2016 ◽  
Vol 33 (S1) ◽  
pp. S38-S38
Author(s):  
V. Tort Herrando
Keyword(s):  
Learning Disabilities ◽  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Learning Disability ◽  
Drug Misuse ◽  
Penal Law ◽  
Study Population ◽  
Rate Of Learning ◽  
Competing Interest ◽  
Borderline Iq

There is an increasing interest in the Spanish prison to give the appropriate care when they are in prison. This situation has a special meaning in inmates with learning disabilities, as they are a vulnerable group inside prison. They are vulnerable in different areas as they have a high prevalence dual diagnosis (both with mental illness and drug misuse), they could suffer from abuse from other inmates, difficulties to understand prison regulations, etc. The prevalence of intellectual disability (ID) in the prison setting has been poorly evaluated. In Spain, despite various approximations or estimates regarding people with intellectual disabilities no reliable data is available.In our presentation, we will give an overview of the care of this group of patients, presenting some data from an epidemiological study in Spain. The rate of learning disabilities was of 3.77% of the study population has an IQ below 70, and 7, 3% has borderline IQ rate. We also describe a new setting in one of wards of a prison of Barcelona where has a model of therapeutic community for treating offenders with intellectual disabilities. This resource open two years ago and is run between prison services and an organization “Accepta” (specialized in people with learning disability and penal law problems). This is an effort from the prison services to adapt to the needs of inmates and deliver a better service with a good post-release follow-up.And finally, we present some data about learning disability in penitentiary psychiatric settings (the prevalence as a main diagnose is around 10%).Disclosure of interestThe author has not supplied his declaration of competing interest.

Audit of patients with intellectual disabilities accessing a specialist neuropsychiatry service for epilepsy management

2017 ◽  
Vol 41 (S1) ◽  
pp. S352-S352
Author(s):  
A. Adetoki
Keyword(s):  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Total Sample ◽  
Best Interest ◽  
Nice Guidelines ◽  
Specialist Services ◽  
Co Morbidity ◽  
Planning Processes ◽  
Competing Interest ◽  
Equity Of Access

IntroductionEpilepsy is a frequent co-morbidity in patients with intellectual disabilities, some of whom require specialist services. The National institute for health and care excellence (NICE) has recommended that there should be equity of access to high quality of care regardless of the existence of a diagnosis of intellectual disability.ObjectivesTo observe current practice with regards to NICE guidelines for epilepsy care in patients with intellectual disability.AimsTo identify the level of compliance with NICE guidelines and provide evidence which may inform care planning processes.MethodsA retrospective review of the electronic and paper-based records of a total sample of intellectually disabled patients who accessed a specialist neuropsychiatry service for the management of epilepsy during a six-month period was carried out.ResultsThe records of 21 patients whose ages ranged from 20 to 58 years were audited. The waiting period ranged from 4 weeks to 46 weeks. There was evidence of Carer involvement in the management of 100% of the patients and seizure improvement since referral was documented in 66%. Non- medication treatment was offered in 67% of cases. Evidence of special considerations in view of patient's intellectual disability was recorded in 24%, best interest considerations in 24% and capacity assessment in 19%.ConclusionsThere is a significant improvement in the symptoms of 66% of patients in this audit. However there is room for improvement and a more specific plan for patients with intellectual disabilities should facilitate this.Disclosure of interestThe author has not supplied his/her declaration of competing interest.

Palliative and end-of-life care for people with learning disabilities

2019 ◽  
pp. 777-784
Keyword(s):  
Learning Disabilities ◽  
Intellectual Disability ◽  
Learning Disability ◽  
End Of Life ◽  
Early Onset ◽  
End Of Life Care ◽  
Life Care ◽  
The World ◽  
The Uk

This chapter highlights some of the issues and challenges which exist in the provision of palliative and end-of-life care for people with learning disabilities and how some of these can be addressed. The challenges fall into four key areas: assessment, communication, consent, and bereavement. The reader is also signposted to websites and resources which are helpful in caring for people with learning disability at the end of their life. Concerns exist around choice and the quality of end-of-life care that people with learning disabilities may be offered. A number of different terms have evolved over the years for ‘learning disability’. Currently this term is used in the UK, but in Europe and in other parts of the world, the term ‘intellectual disability’ is used. Internationally there is a consensus that a learning disability can be identified when the following criteria are present: intellectual impairment (known as reduced IQ), social or adaptive dysfunction combined with reduced IQ, and early onset. It is thought that around 2.5% of the population in the UK has a learning disability, but it has also been predicted that this may increase by 1% per year over the next number of years.

Depiction of intellectual disability in fiction

2007 ◽  
Vol 13 (2) ◽  
pp. 127-133 ◽  
Author(s):  
Anupama Iyer
Keyword(s):  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Learning Disability ◽  
English Language ◽  
Minority Group ◽  
Ethical Considerations ◽  
Counter Narratives ◽  
Physical Attributes ◽  
The Subject ◽  
People With Intellectual Disabilities

I explore some of the ways in which intellectual disability (learning disability) is depicted in fiction. My premise is that literature both reflects and shapes societal attitudes to people in this vulnerable minority group. People with intellectual disabilities are seldom able to determine, confirm or counter narratives about themselves. This situation, in which the subject is fundamentally unable to participate in their representation, raises unique ethical considerations. I use examples from various English-language novels to discuss how subjective accounts, observable behaviours and physical attributes are all employed to characterise people with intellectual disabilities.

Involving people with intellectual disabilities in the formal assessment of psychiatrists’ skills

2016 ◽  
Vol 33 (S1) ◽  
pp. S16-S16
Author(s):  
S. Soni ◽  
I. Hall ◽  
P. Doulton ◽  
P. Bowie
Keyword(s):  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Healthcare Professionals ◽  
Quality Of Healthcare ◽  
Simulated Patients ◽  
Formal Assessment ◽  
People With Intellectual Disabilities ◽  
Competing Interest ◽  
Training Programmes ◽  
The Uk

PurposeIt is widely recognised that people with intellectual disabilities receive a poorer quality of healthcare than their non-disabled counterparts. Training for healthcare professionals in intellectual disability is often scant or non-existent. The purpose of this work is to explore the usefulness of employing actors with intellectual disabilities as simulated patients in the assessment of trainee psychiatrists.Design/methodology/approachThe development of a structured clinical exam “station” designed to assess the ability of trainee psychiatrists to communicate with a simulated patient played by an actor with an intellectual disability is described. The paper also assesses the potential benefits of this kind of assessment and the experience of actors and examiners taking part in this process.FindingsThe station was found to perform well in discriminating between candidates of various abilities and was well received by actors, examiners and observers. The station is now routinely used in the formal assessment of trainee psychiatrists in the UK.Practical implicationsThe use of people with intellectual disabilities in training and assessment appears to be advantageous in terms of improving knowledge, attitudes and skills amongst healthcare professionals and gives increased opportunities for people with intellectual disabilities to undertake valued social roles.Originality/valueFew institutions currently employ actors with intellectual disabilities as simulated patients as part of their training programmes and as a result there is little in the way of literature on this subject. This paper describes an alternative approach to teaching and assessment which falls in line with recommendations from the UK Department of Health to involve service users in the training of healthcare professionals.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Identifying offenders with an intellectual disability in detention in The Netherlands

2015 ◽  
Vol 6 (2) ◽  
pp. 94-101 ◽  
Author(s):  
Hendrien L. Kaal ◽  
Henk L.I. Nijman ◽  
Xavier M.H. Moonen
Keyword(s):  
Learning Disabilities ◽  
Intellectual Disability ◽  
The Netherlands ◽  
Intellectual Disabilities ◽  
Design Methodology ◽  
Added Value ◽  
Research Projects ◽  
Content Type ◽  
Insight Into ◽  
Shed Light

Purpose – The Dutch Custodial Institutions Agency has commissioned a number of research projects on offenders with intellectual disabilities (ID) in prison. A continuing problem has been that it is not known what the prevalence of ID in Dutch prisons is, and how to identify ID in individual detainees. The paper aims to discuss these issues. Design/methodology/approach – With this in mind a screening instrument (screener for learning disabilities and intelligence (SCIL)) has been developed that screens for IQ < 85. This instrument has been piloted in four different penitentiary institutes. Findings – The papers briefly describes the results of the studies preceding the pilot before turning to the pilot itself. The pilot shed light on what considerations need to be taken into account when implement screening for ID in the current prison system, and on the potential added value for prison staff of knowing whether a detainee possibly has an ID. In addition, the pilot gave some insight into the characteristics of Dutch prisoners. Originality/value – The main conclusion is that the SCIL can be successfully implemented within these settings, provided that sufficient attention is being paid to the advance instructions to staff and to the introduction of the screening to the detainees.

Resources

2009 ◽  
pp. 569-584
Keyword(s):  
Learning Disabilities ◽  
Intellectual Disability ◽  
Learning Disability ◽  
Down's Syndrome ◽  
Down’S Syndrome ◽  
Disability And Health ◽  
Health Networks ◽  
Free Resource ◽  
British Institute ◽  
Syndrome Association

UK-wide intellectual disability and health networks 570 British Institute of Learning Disabilities 572 Learning Disability Specialist Library 574 Mencap and Enable 576 Foundation for People with Learning Disabilities 578 Down’s Syndrome Association 580 The National Autistic Society 582 There are a number of UK-wide ID networks that offer a valuable and free resource to ID nurses....

scholarly journals Full and equal equality

2018 ◽  
Vol 23 (2) ◽  
pp. 72-77
Author(s):  
Marcus Redley
Keyword(s):  
Learning Disabilities ◽  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Design Methodology ◽  
Traditional Beliefs ◽  
Persons With Disabilities ◽  
Men And Women ◽  
Content Type ◽  
Adults With Learning Disabilities ◽  
Equal Recognition

Purpose This commentary takes the article, “Participation of adults with learning disabilities in the 2015 United Kingdom General Election”, as a jumping-off point for considering a tension between the aim of full and equal equality for all people with disabilities as set out in the Convention on the Rights of Persons with Disabilities and more traditional beliefs, that on occasion, it is necessary to deny legal autonomy of men and women with intellectual disabilities in order to protect them. The paper aims to discuss these issues. Design/methodology/approach This issue is explored by reviewing the multiple and often conflicting ways in which disability and intellectual disability are conceptualised. Findings Given the multiple and contradictory ways in which both disability and intellectual disability are understood, any discussion of the rights of persons with disabilities is going to be highly problematic. Originality/value Equal recognition before the law and the presumption that all persons with intellectual disabilities can – with support – make autonomous decisions could be treated as an empirical question.

scholarly journals Clinical Analysis of Analgesics and Steroids Use for Extraction of Teeth in Patients with Intellectual Disability Under General Anesthesia

2017 ◽  
Vol 11 (1) ◽  
pp. 181-186
Author(s):  
Shigeru Maeda ◽  
Yuka Honda ◽  
Hiroshi Tanimura ◽  
Yumiko Tomoyasu ◽  
Hitoshi Higuchi ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
General Anesthesia ◽  
Clinical Analysis ◽  
University Hospital ◽  
Intravenous Injections ◽  
Wisdom Teeth ◽  
Study Population ◽  
Inflammatory Drugs ◽  
The Relationship

Background: The extraction of lower wisdom teeth is often performed under general anesthesia in patients with intellectual disabilities. However, the choice of analgesics has not yet been investigated. Objective: To analyze the use of analgesics during general anesthesia for extraction including lower wisdom teeth in patients with intellectual disabilities. Methods: This research is a retrospective observational study. The study population was composed of all patients presenting for extraction of lower wisdom teeth under ambulatory general anesthesia in the clinic of Special Needs Dentistry in Okayama University Hospital from April 2011 to March 2016. The distribution of the combination of analgesics and the relationship between the use of analgesics and the type of extraction were investigated. Results: One hundred and twelve cases were enrolled in this study. Intravenous injections of flurbiprofen, acetaminophen and betamethasone were used in 96 (85.7%), 12 (10.7%) and 26 cases (23.2%), respectively. Flurbiprofen is a non-steroid anti-inflammatory drugs (NSAIDs). Acetaminophen is an old analgesic, but an injection of acetaminophen is new, which was released in 2013 in Japan. And betamethasone is not an analgesic, but a steroid. Betamethasone was used in combination with other analgesics, and was used at a higher dose in a case in which four wisdom teeth were extracted. Conclusion: Flurbiprofen was the main analgesic used for extraction of wisdom teeth under general anesthesia in patients with intellectual disabilities. Betamethasone was used to support flurbiprofen or acetaminophen for extractions of multiple wisdom teeth, with the aim of controlling swelling rather than relieving pain.

Specific Learning Disabilities

2018 ◽  
Author(s):  
Christopher J. Lonigan
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Language Proficiency ◽  
Medical Condition ◽  
Neurodevelopmental Disorder ◽  
Opportunity To Learn ◽  
Specific Learning Disability ◽  
Specific Learning Disabilities ◽  
Low Achievement ◽  
Specific Learning

Specific learning disability is a common neurodevelopmental disorder affecting about 5–8% of the school-aged population. A key concept in specific learning disabilities is unexpected low achievement. An individual whose achievement in reading, math, or writing is both low and less than what would be expected based on developmental capacity and opportunity to learn and whose low achievement cannot be explained by a sensory impairment, limited language proficiency, or other impairing medical condition is considered to have a specific learning disability. This chapter provides an overview of issues and challenges involved in the identification and diagnosis of a specific learning disability, and it provides information on prevalence, epidemiology, and interventions for specific learning disabilities. Response-to-instruction models of identification hold promise for the identification of individuals with a specific learning disability, and they provide a means for the identification of false positives while enhancing the instructional context for children at risk.

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