Supporting leisure and communication in people with visual and intellectual disabilities via a smartphone-based program

2017 ◽  
Vol 35 (3) ◽  
pp. 257-263 ◽  
Author(s):  
Giulio E Lancioni ◽  
Nirbhay N Singh ◽  
Mark F O’Reilly ◽  
Jeff Sigafoos ◽  
Gloria Alberti ◽  
...  
Keyword(s):  
Operating System ◽  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Visual Impairment ◽  
Mild Intellectual Disability ◽  
Verbal Skills ◽  
Internet Connection ◽  
Media Player ◽  
Communication Partners ◽  
Baseline Values

This study evaluated a smartphone-based program to promote independent leisure and communication engagement in five participants with visual impairment and mild intellectual disability. A smartphone with Android 5.1 Operating System and S-Voice application, Internet connection, contacts unit, and media player was used. The smartphone was fitted with MP3 files of leisure events and the names and telephone numbers of selected communication partners. The participants were taught to use the smartphone (open the files and reach the partners) through specific verbal utterances. The results showed that all participants learned to use the smartphone. Their independent engagement times (leisure plus communication combined) increased from baseline values of zero to means of between about 75% and 85% of the session lengths. These results indicate that a smartphone-based program may support independent leisure and communication engagement in people with visual impairment and intellectual disability who possess verbal skills.

School Readiness Program

2021 ◽  
pp. 87-106
Author(s):  
BS Chavan ◽  
Wasim Ahmad
Keyword(s):  
Intellectual Disability ◽  
Developmental Disabilities ◽  
Intellectual Disabilities ◽  
School Readiness ◽  
Inclusive Education ◽  
Mild Intellectual Disability ◽  
Comprehensive Overview ◽  
Inclusive School ◽  
Age Appropriate ◽  
Practical Model

The chapter highlights the importance of a school readiness program for children with disabilities (preferably mild category of developmental disabilities) in achieving successful inclusive education. A practical model of school readiness program for children with mild intellectual disability which is practiced at Government Rehabilitation Institute for Intellectual Disabilities (GRIID), Chandigarh, India has been highlighted in this chapter. The school readiness program for children with mild developmental disabilities is offered at primary lower (age 5-7 years) and primary upper (age 7-9 years) levels. Several age-appropriate functional and social skills are being taught to young children admitted under the school readiness program of GRIID. This chapter provides a comprehensive overview of the school readiness program that can be replicated at different places to achieve a successful and meaningful transition from a special school to an inclusive school.

scholarly journals Demanding disability – an analysis of opportunities and threats related to the functioning of people with mild intellectual disabilities Part 1

2019 ◽  
Author(s):  
Katarzyna Parys ◽  
Sławomir Olszewski
Keyword(s):  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Three Dimensions ◽  
Mild Intellectual Disability ◽  
Present Text ◽  
Adam Mickiewicz

Katarzyna Parys, Sławomir Olszewski, Demanding disability – an analysis of opportunities and threats related to the functioning of people with mild intellectual disabilities. Part 1. Interdisciplinary Contexts of Special Pedagogy, no. 26, Poznań 2019. Pp. 15–38. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.26.01The thesis considered in the article is the statement that mild intellectual disability is a demanding disability. Three dimensions were distinguished in the description of the situation of persons with a mild intellectual disability:1. Attributes of the phenomenon of mild intellectual disability2. Attributes of the population of people with mild intellectual disabilities3. Attributes of selected elements of the mesosystem of people with mild intellectualdisabilitiesThe key phenomena for these dimensions were analysed. The ambiguity of these phenomena has become the basis for considering the opportunities and threats that they may pose. Due to the extensiveness of the issues raised, the issues discussed are presented in two parts. The present text is considers the first two of the dimensions listed.

Clinical needs and outcomes of adults with intellectual disabilities accessing an inpatient assessment and treatment service and the implication for development of community services

2015 ◽  
Vol 21 (1) ◽  
pp. 5-19 ◽  
Author(s):  
Daljit Sandhu ◽  
Rose Tomlins
Keyword(s):  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Descriptive Analysis ◽  
Community Services ◽  
Service Development ◽  
Inpatient Service ◽  
Service Users ◽  
Mild Intellectual Disability ◽  
Treatment Unit ◽  
Assessment And Treatment

The role and future of assessment and treatment units for people with intellectual disabilities is once again the focus of debate and government policy. Reviewing the admissions to inpatient services can provide useful information about the characteristics, needs and clinical outcomes of clients. Data were collected retrospectively for all 36 referrals accepted to an inpatient assessment and treatment unit for people with intellectual disability, between January 2013 and April 2014. Clinical and demographic characteristics of service users were identified through descriptive analysis. Male service users, mild intellectual disability and diagnosis of autistic spectrum disorder were frequent, and a high proportion of admissions had complex and multiple needs. The Health of the Nation Outcome Scale–Intellectual Disabilities was used as a clinical outcome measure. We conclude with recommendations for service development following closure of our inpatient service.

scholarly journals Increased prevalence of intellectual disabilities in higher-intensity mental healthcare settings

BJPsych Open ◽  
2021 ◽  
Vol 7 (3) ◽  
Author(s):  
Jeanet G. Nieuwenhuis ◽  
Peter Lepping ◽  
Niels L. Mulder ◽  
Henk L. I. Nijman ◽  
Mike Veereschild ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Cognitive Decline ◽  
Intellectual Disabilities ◽  
Mental Healthcare ◽  
Intellectual Functioning ◽  
Community Treatment ◽  
Mild Intellectual Disability ◽  
Cross Sectional ◽  
Healthcare Settings ◽  
Number Of Patients

Background It has been suggested that people with intellectual disabilities have a higher likelihood to develop psychiatric disorders, and that their treatment prognosis is relatively poor. Aims We aimed to establish the prevalence of intellectual disability in different mental healthcare settings, and estimate percentage of cognitive decline. We hypothesised that the prevalence of intellectual disabilities increases with intensity of care. Method A cross-sectional study was conducted in different settings in a mental healthcare trust in the Netherlands. We used the Screener for Intelligence and Learning Disabilities (SCIL) to identify suspected mild intellectual disability (MID) or borderline intellectual functioning (BIF). We identified patients with a high level of education and low SCIL score to estimate which patients may have had cognitive decline. Results We included 1213 consecutive patients. Over all settings, 41.4% of participating patients were positive for MID/BIF and 20.2% were positive for MID only. Prevalence of suspected MID/BIF increased by setting, from 27.1% in out-patient settings to 41.9% in flexible assertive community treatment teams and admission wards, to 66.9% in long-stay wards. Only 85 (7.1%) of all patients were identified as possibly having cognitive decline. Of these, 25.9% were in long-stay wards and had a diagnosis of schizophrenia or substance use disorder. Conclusions Low intellectual functioning is common in Dutch mental healthcare settings. Only a modest number of patients were identified as suffering from cognitive decline rather than suspected MID/BIF from birth. Therefore, we recommend improved screening of psychiatric patients for intellectual functioning at the start of treatment.

scholarly journals Demanding disability – an analysis of opportunities and threats related to the functioning of people with mild intellectual disabilities. Part 2.

1970 ◽  
Author(s):  
Katarzyna Parys Katarzyna Parys ◽  
Sławomir Olszewski
Keyword(s):  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Three Dimensions ◽  
Mild Intellectual Disability ◽  
The Third ◽  
Present Text ◽  
Adam Mickiewicz

Katarzyna Parys, Sławomir Olszewski, Demanding disability – an analysis of opportunities and threats related to the functioning of people with mild intellectual disabilities. Part 2. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 389–401. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.18The thesis considered in the article is the statement that mild intellectual disability is a demanding disability. Three dimensions were distinguished in the description of the situation of persons with a mild intellectual disability:1. Attributes of the phenomenon of mild intellectual disability2. Attributes of the population of people with mild intellectual disabilities3. Attributes of selected elements of the mesosystem of people with mild intellectual disabilities The key phenomena for these dimensions were analysed. The ambiguity of these phenomena has become the basis for considering the opportunities and threats that they may pose. Due to the extensiveness of the issues raised, the issues discussed are presented in two parts. The present text considers the third of these dimensions and the final reflections formulated on the basis of the conducted analysis.

scholarly journals PSYCHOLOGY OF ADOLESCENTS WITH INTELLECTUAL DISABILITY COMPLICATED BY VISUAL IMPAIRMENT: FEATURES OF INTERPERSONAL RELATIONS

2021 ◽  
pp. 68-75
Author(s):  
Elena Vladimirovna Grebennikova ◽  
Igor Lvovich Shelekhov ◽  
Elena Anatolyevna Filimonova
Keyword(s):  
Decision Making ◽  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Visual Impairment ◽  
Interpersonal Relationships ◽  
Interpersonal Relations ◽  
Mental Processes ◽  
Different Types ◽  
Parental Couple

It is customary to consider interpersonal relationships as a significant factor influencing the development of individual mental processes and personality. In recent years, studies that reveal the specifics of interpersonal relationships in persons with different types of dysontogenesis, including those with intellectual disabilities, have been of particular interest to specialists. This article presents the results of studying the interpersonal relationships of adolescents with intellectual disabilities (ID), complicated by visual impairment. When it comes to comparing the interpersonal relations in adolescents with intellectual disabilities, complicated by visual impairment and their peers with uncomplicated intellectual disabilities, the results of the study show that there are features which are general to both groups and features which are specific to only one group. In the surveyed groups, only one-third of adolescents consider their mother and father as a parental couple. More often than not, they communicate with their mother and refuse to communicate with their father. The adolescents of both groups are characterized by the following: low involvement in terms of interaction with peers; the presence of emotionally deficient or emotionally excessive reactions (with a predominance of the emotionally deficient type); poor decision-making, the desire to shift responsibility to others; lack of interest to become a leader; frequent conflicts with peers and inability to resolve them constructively. In addition, adolescents in the surveyed groups often demonstrate reactions to frustration in an active-aggressive or a passive-suffering manner. Moreover, in adolescents with uncomplicated ID, reactions of an active-aggressive type dominate, and in adolescents with ID complicated by visual impairment, reactions of a passive-suffering type are dominant. It is important to note that adolescents with ID complicated by visual impairment tend to be isolated from their peers and show high affection for home and their families.

Intellectual disability (mental retardation)

2017 ◽  
pp. 485-512
Author(s):  
Paul Harrison ◽  
Philip Cowen ◽  
Tom Burns ◽  
Mina Fazel
Keyword(s):  
Mental Health ◽  
Mental Retardation ◽  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Mental Health Problems ◽  
Fragile X ◽  
Mild Intellectual Disability ◽  
Assessment And Treatment ◽  
The Life Course ◽  
Challenging Behaviours

‘Intellectual disabilities’ covers the life course, with a focus on the assessment and treatment of the intellectual disabilities at younger ages. This chapter outlines current understanding of the aetiology of the more common intellectual disabilities. The clinical features are discussed for severe/profound, moderate, and mild intellectual disability, and the more common psychiatric presentations for those with intellectual disabilities. Mood disorders, anxiety disorders, and dementia are discussed in greater detail, as are the more common presentations of intellectual disability, with sections on Down’s syndrome and fragile X. The importance of prevention of mental health problems and better understanding and management of more challenging behaviours are discussed alongside other treatments for psychiatric disorders.

Students With Mild Intellectual Disability at the Turn of the 20th Century in Hungary

2021 ◽  
Vol 29 (2) ◽  
Author(s):  
Krisztina Kovács
Keyword(s):  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
20Th Century ◽  
Primary Sources ◽  
Complex Phenomenon ◽  
Mild Intellectual Disability ◽  
History Of ◽  
The Subject ◽  
Definition Of

Initial attempts to conceptually define intellectual disability have played a significant role in the history of education of children with intellectual disabilities. In Hungary, the definition of intellectual disability has undergone many changes, which is related to disciplinary development. Nowadays, in special education, the term “intellectual disability” refers to a complex phenomenon which is reflected, for example, in the significant variability on the level of intellectual functioning. This study focuses on a narrower area of this very complex phenomenon. It makes children with mild intellectual disability – one of the categories of people with intellectual disabilities, the subject of analysis. The research analyzes the contemporary professional terminology and classification of mild intellectual disability on the basis of primary sources. It also examines whom and according to what symptoms professionals classified as a member of this student population, taking into account the scientific conceptions at the turn of the 20th century (for the naming of children with mild intellectual disability, see pp. 19–20). In pedagogical narratives published at that time, the term “weak- talented child” was the most commonly used expression.

Social Inclusion of Children With Intellectual Disabilities in a Recreational Setting

2009 ◽  
Vol 47 (2) ◽  
pp. 97-107 ◽  
Author(s):  
Gary N. Siperstein ◽  
Gary C. Glick ◽  
Robin C. Parker
Keyword(s):  
Intellectual Disability ◽  
School Districts ◽  
Intellectual Disabilities ◽  
Social Inclusion ◽  
Social Acceptance ◽  
Urban School ◽  
Urban School Districts ◽  
Mild Intellectual Disability ◽  
Racially Diverse ◽  
The Social

Abstract The social acceptance of children with and without intellectual disabilities was examined in an inclusive, summer recreational program. Participants were 67 children entering Grades 3 through 6, of which 29 were identified as having a mild intellectual disability. Children were recruited from economically and racially diverse urban school districts. Results showed that children with and without intellectual disabilities were equally accepted by their peers. Specifically, 95% of children without intellectual disabilities indicated that they liked to “hang out with” at least 1 child with an intellectual disability. Results also indicated that the majority of children without intellectual disabilities made at least 1 new friend with another child with an intellectual disability. The features of recreational programming that promote social inclusion are discussed.

scholarly journals Od nastoletniego macierzyństwa do życia w dorosłości w wypowiedziach kobiety z niepełnosprawnością intelektualną

2018 ◽  
pp. 99-116
Author(s):  
Aleksandra Mach
Keyword(s):  
Qualitative Research ◽  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Implementation Research ◽  
Teenage Pregnancy ◽  
Electronic Device ◽  
Adult Woman ◽  
Mild Intellectual Disability ◽  
Difficult Situation ◽  
Financial Situation

Maternity in the case of women with intellectual disabilities is exposed to many factors hindering its implementation. Research on this occurrence shows that one of the main reasons for that is insufficient or inept support for this group of women in different areas, such as educational, financial, informative, emotional. Teenage mothers with disabilities are in a particularly difficult situation. The article presents the analysis of statements of an adult woman with mild intellectual disability on her experience of teenage pregnancy as well as maternity as an adult woman. The humanistic attitude of giving the floor to the respondent allowed to determine other meaningful matters in the woman’s life (among others: relationships with life partners, relationship with the mother, vision of the future, financial situation) The methodology of research used was qualitative research. Two open interviews took place 8 months apart. The interviews were recorded to an electronic device. The material obtained was later transcribed. Triangulation of the sources was included (two family assistants were interviewed).

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