scholarly journals Higher Education and the Unique Gifts of Persons with Intellectual Disabilities

2021 ◽  
pp. 116-124
Keyword(s):  
Higher Education ◽  
Intellectual Disabilities

Methods of hygienic education of children with intellectual disabilities

2021 ◽  
Author(s):  
Tat'yana Karaseva ◽  
Svetlana Tolstova ◽  
Sergey Tolstov ◽  
Svetlana Vorob'eva
Keyword(s):  
Higher Education ◽  
Intellectual Disabilities ◽  
Children With Disabilities ◽  
Boarding Schools ◽  
Educational Institutions ◽  
Federal State ◽  
Educational Standards ◽  
Raising Children ◽  
State Educational ◽  
Hygiene Education

The textbook contains theoretical aspects of hygiene education for children with intellectual disabilities, a program of hygiene education, as well as a methodology for evaluating its effectiveness. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for students of pedagogical and psychological areas of training of teachers, doctors, specialists of special educational institutions, boarding schools for children with intellectual disabilities, parents raising children with disabilities.

The lived experience of people with intellectual disabilities in post-secondary or higher education

2018 ◽  
Vol 24 (3) ◽  
pp. 339-357 ◽  
Author(s):  
Deirdre Corby ◽  
Laurence Taggart ◽  
Wendy Cousins
Keyword(s):  
Higher Education ◽  
Intellectual Disabilities ◽  
Lived Experience ◽  
Qualitative Methodology ◽  
Hermeneutic Phenomenology ◽  
Post Secondary ◽  
Individual Interviews ◽  
Individual Participant ◽  
People With Intellectual Disabilities ◽  
Authentic Life

The transformational role education plays in the lives of people with intellectual disabilities has not been fully examined. The purpose of this study was to explore and investigate the meanings people with intellectual disabilities construct of their experiences in post-secondary and higher education. Heideggerian hermeneutic phenomenology was the qualitative methodology adopted for the study. Individual interviews were conducted with 27 people with intellectual disabilities and analysed in stages. These stages included the creation of I-Poems offering a unique opportunity for individual participant voices to be heard. Three core themes emerged to describe living an authentic life: learning (with the emphasis on increased skills, independence and opportunities); relationships (in particular, the importance of friendships), and perceptions including the existing realities of life for those with intellectual disabilities. The findings advance previous work highlighting the link between living a more authentic life and how education transforms how people with intellectual disabilities view themselves.

scholarly journals Developing a Mathematics Module for Students with Intellectual Disability in Higher Education

2017 ◽  
Vol 6 (3) ◽  
pp. 169 ◽  
Author(s):  
Mark Prendergast ◽  
Natasha A Spassiani ◽  
Joseph Roche
Keyword(s):  
Higher Education ◽  
College Students ◽  
Intellectual Disability ◽  
Mathematics Education ◽  
Intellectual Disabilities ◽  
Education Programme ◽  
Academic Institutions ◽  
College Life ◽  
The World ◽  
Equal Citizenship

Individuals with intellectual disability (ID) have largely been excluded from accessing all levels of education and participating in college life. Fortunately, academic institutions around the world are slowly beginning to examine how they can support equal citizenship of individuals with ID within their community. In Ireland, one university has recently accredited an innovative higher education programme for college students with intellectual disabilities. One of the emergent modules focuses on mathematics and recognises the importance of developing students’ numeracy skills in order to confidently navigate today’s society. Despite the increased emphasis on general mathematics education, the authors found there to be a dearth of research regarding the development of such a module for students with ID. This paper describes the design and development of the mathematics module and also details its piloting and evaluation with a cohort of students with ID who were enrolled in a higher education course in an Irish university.

scholarly journals Intellectual disability in higher education: Self-perceived training needs of university teachers

2021 ◽  
Vol 20 (1) ◽  
pp. 1-15
Author(s):  
Miguel Corbí ◽  
Monica Tombolato ◽  
Lidia Bueno-Sánchez ◽  
Katrien Hermans ◽  
Antonella Valenti ◽  
...  
Keyword(s):  
Higher Education ◽  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Teaching Experience ◽  
Training Needs ◽  
University Teaching ◽  
Teaching Staff ◽  
Specific Training ◽  
Persons With Disabilities ◽  
People With Intellectual Disabilities

Introduction. The inclusion of students with disabilities in higher education is a fundamental right recognised by the legal system since its recognition in the United Nations Convention on the Rights of Persons with Disabilities. However, the measures adopted by European countries to promote their incorporation are not always accompanied by parallel training actions that provide university professors with the necessary knowledge to incorporate people with intellectual disabilities into the classroom with the same guarantees and opportunities as people without intellectual disabilities. Objective. This paper aims to provide specific data on the self-perceived training needs of university teaching staff and thus lay the foundations for a specific training programme. Methods. A cross-sectional study was carried out by means of a survey designed to collect the teachers' perceptions of their own competences and the effectiveness of their knowledge, as well as the importance they attached to some aspects of intellectual disability. The survey was administered to teachers in Serbia, the Netherlands, Portugal, Italy and Spain, with a total sample of 1009 teachers. Results. The results obtained showed that the perception of self-perceived competence in educational skills is dependent on three main factors: previous specific training, teaching experience with people with intellectual disabilities and own personal experiences. Conclusion. The present study demonstrated the concern and need of the teaching staff to obtain specific training on people with intellectual disabilities in higher education.

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