Training Healthcare Professionals to Work With People With Intellectual and Developmental Disabilities

2021 ◽  
Vol 59 (6) ◽  
pp. 446-458
Author(s):  
Sydnie E. Smith ◽  
Hannah P. McCann ◽  
Richard C. Urbano ◽  
Elisabeth M. Dykens ◽  
Robert M. Hodapp
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Developmental Disabilities ◽  
Continuing Education ◽  
Healthcare Professionals ◽  
Healthcare Providers ◽  
Autism Spectrum ◽  
Intellectual And Developmental Disabilities ◽  
Web Based ◽  
Practical Implications

Abstract This study assessed 155 healthcare providers, from nine disciplines, who work professionally with people with intellectual and developmental disabilities (IDD). Using a national, web-based survey, respondents rated their experience, comfort, and competence in treating individuals with different disability types and preferred methods of continuing education; respondents also provided suggestions for attracting others to work with the IDD population. Findings revealed that experiences, comfort, and competence were all higher concerning persons with autism spectrum disorder (ASD) and intellectual disability (ID), lower for those with deaf-blindness. Overall, levels of experience exceeded levels of comfort, which in turn exceeded levels of competence. The most helpful venues for continued training involved day-to-day contact with persons with IDD, which also characterized open-ended responses. Research and practical implications are discussed.

Educational Support at School for Students with Autism Spectrum Disorder, Intellectual, and Developmental Disabilities

2017 ◽  
pp. 66-84
Author(s):  
Soonhwa Seok ◽  
Boaventura DaCosta
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Developmental Disabilities ◽  
Special Education Teachers ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Intellectual And Developmental Disabilities ◽  
Educational Support ◽  
Four Dimensions ◽  
Students With Autism

This study (N = 1,072) is presented with the objectives of (a) exploring dimensions of educational implementation that can be used to support students with autism spectrum disorder, intellectual and developmental disabilities; (b) investigating Special Education Teachers' (SETs) support priorities and their effectiveness; and (c) identifying the relationship between teachers' priorities and students' achievements. The investigation was conducted at 5 private and 33 public special education schools in 2013 and 2014. Factor analysis, correlation, and regression were used for the data analysis. The findings revealed four dimensions of the curriculum for the students using SETs' priorities—Daily Living/Coping Skills, Community/Home Skills, Emotional/Behavioral Difficulties, and Self-Care Skills. The teachers' priorities were in alignment with the emphases placed in their school educational programs. The teachers' top priorities were not aligned with those of the students. Finally, it was revealed that when the teachers held higher priorities, students' learning outcome improved.

scholarly journals Identifying playing styles among children with intellectual disability autism spectrum disorder and multiple disability: أنماط اللعب لدى الأطفال ذوي الإعاقة الفكرية واضطراب طيف التوحد وتعدد العوق

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Mashael Hamad bu hamad , Nabil Sharaf Al- Maliki
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Developmental Disabilities ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Multiple Disability ◽  
Physical Responses ◽  
Children With Developmental Disabilities ◽  
Children With Intellectual Disability

  This study aimed at identifying playing styles among children with developmental disabilities (intellectual disability, autism spectrum disorder and multiple disability "intellectual disability and autism spectrum disorder. To achieve this, the researcher used the descriptive analytical approach. The population of the study consisted of (415) children with developmental disabilities and the sample of the study consisted of (128) children with developmental disabilities. The researcher used playing activities observation list prepared by Alnajjar (2001) as a tool for collecting data which consisted of playing activities to measure physical, social and emotional responses. The results of the study were as follows: - There are significance statistical differences in physical responses games between children with intellectual disability and children with autism. - There are no significance statistical differences in individual playing styles among children with intellectual disability and children with autism. - There are significance statistical differences in social responses games between children with intellectual disability and children with autism in the favor of autism children. - There are significance statistical differences in physical responses between children with intellectual disability and children with multiple disability in the favor of double disability children. - There are significance statistical differences in emotional responses between children with intellectual disability and children with autism. In the light of results of the study, the researcher recommended the following: - Developing the attitudes of children with intellectual disability toward activities that require physical exertion. - Diversity in the tools and games provided to children with intellectual disability and children with autism disorder.

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