Teaching Children and Young Adults with Mental Retardation in School Programs: Current Research

1997 ◽  
Vol 14 (2) ◽  
pp. 73-105 ◽  
Author(s):  
Martha E. Snell
Keyword(s):  
Young Adults ◽  
Mental Retardation ◽  
Health And Safety ◽  
Research Integrity ◽  
Safety Skills ◽  
Community Based ◽  
Choice Making ◽  
School Programs ◽  
Children And Young Adults ◽  
Instructional Research

This paper reviews the recent behavioural research on instruction of children and young adults with mental retardation in schools settings and community-based school programs. Instructional research in 12 skill areas (motor, self-care, communication, social skills, choice making, school behaviours, health and safety skills, home management, leisure skills, community use, vocational skills, and academics) meeting specified criteria on population (age and disability), location of instruction, functionality of skill, and research integrity was identified in 11 journals from 1990 through 1996. The pool of identified research is discussed by skill category and by intervention method, with critical comments made regarding strengths and weaknesses. Conclusions are drawn for practitioners and future researchers.

Strategies to Promote the Inclusion of Young Adults With Developmental Disabilities in Community-Based Health Studies

2018 ◽  
Vol 29 (7) ◽  
pp. 958-971 ◽  
Author(s):  
Luz Maria Vazquez ◽  
Nazilla Khanlou ◽  
Deborah Davidson ◽  
Fatma Aidarus
Keyword(s):  
Young Adults ◽  
Developmental Disabilities ◽  
Service Providers ◽  
Community Based ◽  
Advisory Committees ◽  
Community Based Research ◽  
Underlying Principle ◽  
Health Studies ◽  
Children And Young Adults ◽  
Adults With Developmental Disabilities

We discuss strategies to promote the inclusion of people with developmental disabilities (DDs) in qualitative community-based research studies. Strategies were applied in three projects conducted between 2012 and 2017 that addressed issues of socioeconomic challenges, discrimination, and exclusion of children and young adults with developmental disabilities (YADD). Strategies included partnership with community organizations; inclusion of YADD, family caregivers (FCs), and service providers in advisory committees (ACs); and strategies to accommodate YADD. As part of our contribution, we discuss issues of invisibility and exclusion of individuals with DDs who have “low” functioning capacities. There is a need to review studies sampling inclusion criteria as they may constitute a barrier for participation. Preference for sampling “high” functioning individuals may reinforce exclusion in research, and replicate broader patterns of socioeconomic exclusion of individuals with disabilities. Our discussion of inclusive research is informed by critical disability studies and the underlying principle “nothing about us without us.”

Quality and Costs in a Residential Education Facility for People with Dual Sensory Impairments

1995 ◽  
Vol 89 (5) ◽  
pp. 402-416 ◽  
Author(s):  
E. Emerson ◽  
J. Cooper ◽  
C. Hatton
Keyword(s):  
Young Adults ◽  
Mental Retardation ◽  
Further Education ◽  
Quality Of Services ◽  
Residential Education ◽  
Community Based ◽  
Sensory Impairments

The study evaluated the quality and costs of services for 16 young adults with dual sensory impairments and mental retardation before and during their placement at a specialist community-based residential further education facility. The results indicated that, overall, both the quality and costs of services were higher than in previous placements. However, there were wide variations among clients on all the dimensions studied, and there was no overall relationship between the costs and quality of services.

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