Screening for parental intellectual disability: a first step in planning and delivering equitable support services?

2021 ◽  
Vol 24 (4) ◽  
pp. 282-298
Author(s):  
David McConnell ◽  
Marjorie Aunos ◽  
Laura Pacheco ◽  
Amber Savage ◽  
Lyndsay Hahn ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Support Services

Educational Service Provision for Students with Mild Intellectual Disability: Teachers, Schools, Integration and Resources

1996 ◽  
Vol 20 (1) ◽  
pp. 12-24 ◽  
Author(s):  
Phil Foreman ◽  
Ian Dempsey ◽  
Greg Robinson ◽  
Robert Conway
Keyword(s):  
Intellectual Disability ◽  
Support Services ◽  
Service Provision ◽  
New South ◽  
Educational Services ◽  
Educational Service ◽  
Mild Intellectual Disability ◽  
South Wales ◽  
Integration Program ◽  
Comprehensive Picture

This paper reports the results of part of a three stage examination of services to students with mild intellectual disability in two educational regions of New South Wales. The purpose of the study was to obtain a comprehensive picture of the educational services being provided to these students. The stages in the study included a questionnaire completed by 68 teachers, an interview administered to a sub-sample of 27 teachers, and observations in seven classrooms. The results of the study reported in this paper relate to characteristics of the teachers and school and classroom variables, the nature of integration occurring in these settings, and the resources accessed and needed by these teachers. The study found that the average class size was 13.3 children; boys out-numbered girls by 1.66:1; fewer than half of the children also participated in an integration program; about half of the teachers had been trained in special education; and most teachers would have preferred more support services than they were receiving.

scholarly journals Examination and evaluation of individualized education programs prepared for intellectual disability studentsZihin yetersizliğine sahip olan öğrenciler için hazırlanan bireyselleştirilmiş eğitim programlarının incelenmesi ve değerlendirilmesi

2018 ◽  
Vol 14 (4) ◽  
pp. 4898
Author(s):  
Şerife Şenay İlik
Keyword(s):  
Intellectual Disability ◽  
Special Needs ◽  
Support Services ◽  
Document Analysis ◽  
Individualized Education Programs ◽  
Data Collection Tool ◽  
Education Programs ◽  
City Center ◽  
Individualized Education ◽  
Students With Special Needs

The first step to define the services provided for students with special needs is preparing programs suitable for the student qualifications. Arranging curriculums by regarding the qualifications of students with special needs requires preparation of Individualized Education Programs. This study aims to analyze IEP prepared for intellectual disability students with regard to various variables. Study has been conducted through document analysis one of the qualitative research method. IEP of 90 intellectual disability students attending at 10 schools in Konya city center included into the study. IEP Evaluation Form which is developed by the researcher and which has 7matters and 55 sub-matters is used as data collection tool     It is found that all of the schools are insufficient in determining both support services and student file examination forms. Moreover, it is found that IEPs prepared in special sub-classes are less successful in all matter than the ones prepared in other schools.Extended English abstract is in the end of Full Text PDF (TURKISH) file.ÖzetÖzel gereksinimli öğrenciler için sağlanacak hizmetlerin belirlenmesinin başında öğrencinin özelliklerine uygun hazırlanan programlar yer alır. Özel gereksinimli öğrencilerin özelliklerinin dikkate alınarak eğitim ortamlarının yapılandırılması da bireyselleştirilmiş eğitim programlarının hazırlanmasını gerektirir. Bu çalışma ile genel amacımız zihin yetersizliğine sahip olan öğrenciler için hazırlanmış BEP’ lerin niteliğini, çeşitli değişkenlere göre analiz etmektir. Araştırmada nitel araştırma yöntemlerinden doküman analizi kullanılmıştır. Araştırmaya Konya il merkezde bulunan 10 okul ve bu okullardaki öğrenim gören 90 zihin yetersizliğine sahip öğrencinin mevcut BEP leri dahil edilmiştir.Veri toplama aracı olarak, araştırmacı tarafından geliştirilen 7 madde ve 55 alt maddeden oluşan BEP Değerlendirme Formu kullanılmıştır. Okulların tümünde öğrenci dosyası inceleme formlarını hazırlamada ve destek eğitim hizmetlerini belirlemede yetersizliğin olduğu görülmüştür. Ayrıca çalışmada; özel eğitim sınıfında hazırlanan BEP’ lerin diğer okullarda hazırlanan BEP’ ler ile karşılaştırıldığında, tüm maddelerde düşük başarıya sahip olduğu belirlenmiştir. 

Diagnosis of autism in adulthood: A scoping review

Autism ◽  
2020 ◽  
Vol 24 (6) ◽  
pp. 1311-1327 ◽  
Author(s):  
Yunhe Huang ◽  
Samuel RC Arnold ◽  
Kitty-Rose Foley ◽  
Julian N Trollor
Keyword(s):  
Intellectual Disability ◽  
Scoping Review ◽  
Support Services ◽  
Emotional Impact ◽  
Autism Diagnosis ◽  
Psychosocial Characteristics ◽  
Diagnostic Pathways ◽  
First Time ◽  
Mental And Physical Health ◽  
Time Assessment

More adults are undergoing autism assessment due to recent changes in awareness, diagnostic criteria and professional practices. This scoping review aimed to summarise research on autism diagnosis in adulthood and identify any gaps for future study. The authors searched for studies involving first-time assessment and diagnosis of autism in adults, which identified 82 studies from 13 countries using various methodologies. Six themes of (1) prevalence, (2) diagnostic pathways and processes, (3) gender, (4) psychosocial characteristics, (5) co-occurring conditions and (6) experiences of diagnosis were identified across the studies. Findings suggest that receiving an autism diagnosis has a significant emotional impact on adults, but accessibility and processes are inconsistent, and formal support services are lacking. More research is needed on autism diagnosis in adults with intellectual disability, consequences of the timing of diagnosis, and support after diagnosis. Lay abstract More adults are getting assessed for possible autism. Here, we give an overview on what is already known about autism diagnosis in adulthood and find areas that need more research. We divided results from the studies we found into six topics of (1) rates of autism in different groups; (2) the process of getting an autism diagnosis in adulthood; (3) gender; (4) personality traits, abilities and behaviours of diagnosed adults; (5) mental and physical health conditions that occur together with autism; and (6) how adults think and feel about being assessed and diagnosed. We found that adults often have strong emotions after being diagnosed, the process of getting a diagnosis can be unclear and different for everyone, and not many support services are available for adults. More research on diagnosing adults with intellectual disability, differences between early and late-diagnosed adults, and support after diagnosis would be useful.

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