scholarly journals Tolerance and inclusive competence as the main components of an inclusive culture

2019 ◽  
Vol 70 ◽  
pp. 10006
Author(s):  
Tatyana Lisovskaya ◽  
Tatyana Zhuk
Keyword(s):  
Intellectual Disabilities ◽  
Disabled Children ◽  
Intellectually Disabled ◽  
Social Rehabilitation ◽  
The People ◽  
People With Intellectual Disabilities ◽  
The Republic ◽  
Main Components

The article raises the problems of the formation of an inclusive culture of teachers working with intellectually disabled children in centers of social and professional rehabilitation for the people with special psychophysical development needs (hereinafter referred to as the SPDN). Two components of an inclusive culture are presented: tolerance and inclusive competence. The mechanism of professional and social rehabilitation of people with intellectual disabilities is shown on the example of Brest region of the Republic of Belarus.

scholarly journals Sexual Health in Spanish People with Intellectual Disability: the Impact of the Lockdown due to COVID-19

2021 ◽  
Author(s):  
M. Dolores Gil-Llario ◽  
Irene Díaz-Rodríguez ◽  
Vicente Morell-Mengual ◽  
Beatriz Gil-Juliá ◽  
Rafael Ballester-Arnal
Keyword(s):  
Sexual Abuse ◽  
Sexual Behavior ◽  
Sexual Health ◽  
Intellectual Disabilities ◽  
Sexual Activity ◽  
Policy Implications ◽  
The People ◽  
People With Intellectual Disabilities ◽  
Technological Improvements ◽  
The Impact

Abstract Introduction The lockdown due to COVID-19 affected the sexual health of the people with intellectual disabilities by differentially modifying the frequency and characteristics of people’s sexual activity depending on whether or not they lived with a partner during this period. The aim of this study was to analyze the extent to which the sexual behavior of people with intellectual disabilities (with and without a partner) was affected during the lockdown. Methods The sample consisted of 73 people with intellectual disabilities between 21 and 63 years old (M = 39.63; SD = 10.11). The variables analyzed were the physical, social, and technological environment during the lockdown, sexual appetite, sexual behavior, online sexual activity, and sexual abuse. The data were collected between the months of May and June of 2020. Results The lockdown increased the sexual appetite of a third of the sample (38%), especially the youngest participants. Sexual activity focused on autoeroticism and online behavior, particularly sending nude images of oneself (88%) and viewing pornography (83.6%). Rates of sexual abuse during this period were relatively high (6.8%). Conclusions The sexual activity of people with ID was important during the lockdown, and they had to adapt to the circumstances of isolation in a similar way to the general population. Technological improvements in terms of devices and connection quality at home allowed their sexual behavior to be reoriented, opening the door to new risks for the sexual health of people with ID. Policy Implications Cybersex and the increase in sexual abuse due to confinement are aspects that should be included in programs to improve the sexual health of this group.

A practical example of an open disclosure process for people with intellectual disabilities in the Republic of Ireland

2021 ◽  
pp. 174462952110189
Author(s):  
Feabhra Mullally ◽  
Deirdre Corby
Keyword(s):  
Intellectual Disabilities ◽  
Service Providers ◽  
Republic Of Ireland ◽  
Open Disclosure ◽  
The Usa ◽  
People With Intellectual Disabilities ◽  
Adults With Intellectual Disabilities ◽  
The Republic ◽  
Communication Needs ◽  
The Uk

Literature pertaining to open disclosure predominantly refers to acute care settings; this is the case in, for example, the UK, Republic of Ireland, Australia, Korea and the USA. There is, however, a dearth of literature regarding open disclosure related to people with intellectual disabilities. A practice example of open disclosure is presented here, following a serious adverse event in an organisation supporting adults with intellectual disabilities. The aim of the process was to openly disclose in a meaningful way to adults with significant intellectual disabilities and communication difficulties. An apology pathway was developed by a multidisciplinary team based on individual communication needs. A suite of resources was developed including easy read-picture agendas and sign language to support increased understanding of the apology. Service users received the apology first, followed by meetings with their families. This practice example has positive implications for service providers for people with intellectual disabilities.

Emancipatoir organisatieonderzoek naar de invoering van een cliëntvolgsysteem

KWALON ◽  
2015 ◽  
Vol 20 (2) ◽  
Author(s):  
Yvonne Timmermans ◽  
Annemiek Stoopendaal
Keyword(s):  
Qualitative Research ◽  
Organizational Change ◽  
Intellectual Disabilities ◽  
Building Trust ◽  
The People ◽  
Change In Practice ◽  
People With Intellectual Disabilities

Emancipatory qualitative research into an organizational change from the perspective of clients with intellectual disabilities and their attending professionals Emancipatory qualitative research into an organizational change from the perspective of clients with intellectual disabilities and their attending professionals This emancipatory research studied the effects of an organizational change in an institute for people with intellectual disabilities both from the perspective of clients and of their attending professionals. Data was collected through observations followed by interviews. First, professionals were interviewed to obtain an image of the organizational change in practice. Then, the clients were observed and interviewed. The sequencing of these methods enabled the interviews with the people with intellectual disabilities by building trust and by using concrete examples that came to the fore during the observations.

Care and rehabilitation institutions for people with intellectual disabilities during the COVID-19 pandemic: Polish experiences

2021 ◽  
pp. 002087282110604
Author(s):  
Monika Parchomiuk
Keyword(s):  
Intellectual Disabilities ◽  
Psychosocial Functioning ◽  
People With Disabilities ◽  
Institutional Support ◽  
Educational Services ◽  
Online Questionnaire ◽  
The People ◽  
Research Goal ◽  
People With Intellectual Disabilities ◽  
Residential Rehabilitation

People with intellectual disabilities benefit from many forms of institutional support, which include residential, rehabilitation, and educational services. Changes caused by the pandemic, especially the introduction of new rules relating to various aspects of life, raised several challenges and problems in the functioning of these institutions and for the people with disabilities during the COVID-19 pandemic. The research concerned facilities providing services for people with intellectual disabilities in Poland during the pandemic. The research goal was to determine what changes took place in the rehabilitation and care institutions during the pandemic in terms of their organization and the functioning of their clients and personnel. An online questionnaire was used. The respondents were institution employees. Data showed a number of preventive, educational, and supportive activities carried out by the institutions. Adverse changes in the psychosocial functioning of people with intellectual disabilities and other problems during the pandemic were reported.

Assessment

2018 ◽  
pp. 79-112
Author(s):  
Owen Barr ◽  
Bob Gates
Keyword(s):  
Mental Health ◽  
Intellectual Disabilities ◽  
Nursing Care ◽  
Nursing Interventions ◽  
Physical And Mental Health ◽  
Nursing Assessment ◽  
The People ◽  
Social Abilities ◽  
People With Intellectual Disabilities ◽  
Pain Distress

It is a professional requirement of nursing regulators such as the Nursing and Midwifery Council and the Nursing and Midwifery Board of Ireland that all nursing interventions should be based upon, and underpinned by, an accurate and structured nursing assessment of a person’s physical, mental, and social abilities and needs. Nurses need to have an understanding of how to assess changes in a person’s physical and mental health, including their level of pain, distress, and ability to make informed decisions, and how this may fluctuate in different settings and across the lifespan. They also need to be alert to the risks of diagnostic overshadowing when undertaking assessments, from which they will plan nursing care in collaboration with the people with intellectual disabilities and their carer/carers.

“When other people try to understand”: exploring the experiences of people with intellectual disabilities, who also have mental health problems

2020 ◽  
Vol 14 (3) ◽  
pp. 91-101
Author(s):  
Sasha Martine Mattock ◽  
Kieron Beard ◽  
Amy Baddeley
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Focus Group ◽  
Health Services ◽  
Intellectual Disabilities ◽  
Mental Health Problems ◽  
Health Problems ◽  
Content Type ◽  
The People ◽  
People With Intellectual Disabilities

Purpose Recent guidelines from the National Institute of Health and Care Excellence highlight that service users (SUs) with intellectual disabilities and co-occurring mental health problems rarely get the opportunity to share their experiences of mental health services. Over the past 20 years, policy documents have stated that these individuals (SUs) must be included in decisions about their care. Research suggests that often this is not the case. Therefore, this paper aims to create a space for SUs to share their experiences of mental health services, and what they found helpful. Design/methodology/approach A focus group was held with five SUs, two psychologists and two researchers. The audio recording of the discussion was transcribed and analysed using thematic analysis. Findings Three main themes were identified, namely, “relationships with others”, “inclusion and communication” and “challenges”. This focus group highlighted that although some SUs felt supported, they reported having little control in their lives and wanted to be listened to. Research limitations/implications Including a SU in the planning and facilitation of the focus group would have made this research more inclusive. Practical implications The implications of this research suggest that by listening to and involving SUs and developing more person-centred services, recovery rates may increase as the services provided would be more targeted. Originality/value Very little research has previously been conducted to explore SUs’ experiences. This paper highlights the value of being heard and the knowledge that is often lost if the authors do not take the time to listen to the people for whom a service is designed.

Developing a Disaster Management Education and Training Program for Children with Intellectual Disabilities to Improve “Zest for Life” in the Event of a Disaster - A Case Study on Tochigi Prefectural Imaichi Special School for the Intellectually Disabled –

2020 ◽  
Vol 15 (1) ◽  
pp. 20-40
Author(s):  
Toshimitsu Nagata ◽  
Reo Kimura ◽  
◽  
Keyword(s):  
Intellectual Disabilities ◽  
Disaster Management ◽  
Management Education ◽  
Current Status ◽  
Disabled Children ◽  
Intellectually Disabled ◽  
Earthquake Disaster ◽  
Sports Science ◽  
Special Support

In this study, we first discuss the current status and issues of disaster management education in the context of special support education in Japan, in view of the casualties of those with disabilities during major past earthquakes in Japan. We highlight that there are very few examples of practical implementation of, instructional material for, or previous studies on disaster management education for disabled children, or an established systematic instructional method. As a result, disaster management education tailored to the specific type of disability has been implemented on a school-to-school basis among Special Support Schools for children with disabilities. In many cases, teacher-led evacuation drills have been considered disaster management education. This is an indication that the disaster management education currently practiced in Special Support Schools is inadequate to achieve the goal of “fostering the attitude of acting on one’s initiative” as set forth by the Ministry of Education, Culture, Sports, Science and Technology (MEXT). In view of the situation in Japan, where casualties due to natural disasters continue to occur frequently since the Great East Japan Earthquake, it is urgent that we promote practical disaster management education to foster the Zest for Life among disabled children. This paper is a case study of disaster management education that targets those with intellectual disabilities, which is the largest reported disability type among children enrolled in Special Support Schools in Japan. We applied the ADDIE (Analyze, Design, Develop, Implement, Evaluate) process in instructional design to develop an earthquake disaster management program designed to heighten the capacity of disabled children to foresee and circumvent danger to themselves, so as to protect their lives from large earthquakes which occur frequently in Japan. Specifically, the objective is to apply the earthquake disaster management education program, developed by the authors in a previous study, to children with intellectual disabilities. To this end, we implemented the program at the target school and verified its educational effect while taking into consideration the degree or condition of disability and the learning characteristics of the intellectually disabled and developed a valid program for intellectually disabled children. The program allows the teachers of Special Support Schools to practice disaster management education in the context of daily classroom study with students without the need to dispatch a disaster management expert to the school each time a program is implemented. Additionally, the program can be customized by the onsite teacher for individual schools, which can lead to a systematic program in disaster management education. In addition, we propose a framework to establish a network of stakeholders, including disaster management experts or organizations and educational institutions to effectively and strategically promote disaster management education. This framework makes it possible to implement the present program the most impactful way, and to maximize the benefits to the schools in Tochigi prefecture.

scholarly journals Behavioral Pattern during Dental Pain in Intellectually Disabled Children: A Comparative Study

2014 ◽  
Vol 2014 ◽  
pp. 1-5 ◽  
Author(s):  
Muthukali Shanmugam ◽  
Vetrivel Shivakumar ◽  
Vijayarangan Anitha ◽  
Bagavathi Perumal Meenapriya ◽  
Srinivasan Aishwarya ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Test Group ◽  
Dental Pain ◽  
Control Group ◽  
Disabled Children ◽  
Intellectually Disabled ◽  
Treatment Needs ◽  
Normal Children ◽  
Significant Difference

Aim. Children with developmental disabilities generally experience more pain than the normal children. Description of pain is generally difficult in children and more so in children with intellectual disabilities. The study aimed at evaluating dental pain in children with intellectual disabilities. Methods. The survey was carried out in an institution caring for intellectually disabled children to determine the oral health status and the treatment needs of the special kids. 236 children were surveyed out of which the test group is comprised of 111 intellectually disabled children and the control group had 125 normal children with age ranging between five to eighteen years. A questionnaire was presented to the caregivers to elaborate about dental pain in their wards using the dental discomfort questionnaire (DDQ+). The children were examined for dental caries and periodontal status based on the WHO indices for oral hygiene status. Result. Results revealed a statistically significant difference between intellectual disability and brushing, chewing, and earache. The frequency of reporting dental pain was lesser in the intellectually disabled group. Conclusion. Children with intellectual disability tended to report dental pain of any nature with lesser frequency than typically developing peers. They also faced greater difficulty in brushing and chewing.

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