scholarly journals Diagnoza postępów w zakresie opanowania podstawowych umiejętności szkolnych uczennicy z umiarkowanym stopniem niepełnosprawności intelektualnej

2018 ◽  
pp. 323-338
Author(s):  
JACEK SIKORSKI
Keyword(s):  
Intellectual Disability ◽  
Point Of View ◽  
Intellectually Disabled ◽  
Disabled Students ◽  
Moderate Intellectual Disability ◽  
Basic School ◽  
Adam Mickiewicz

Jacek Sikorski, Diagnoza postępów w zakresie opanowania podstawowych umiejętności szkolnych uczennicy z umiarkowanym stopniem niepełnosprawności intelektualnej [The assessment of progress in acquiring the basic school skills by the studentwith a moderate intellectual disability]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 22, Poznań 2018. Pp. 323-338. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.22.18 The following article takes up the issue of assessing intellectual disability from the interdisciplinary, especially psycho-pedagogical, point of view. It pays special attention to the moderate intellectually disabled students and the difficulties which they have in acquiring such basic school skills as reading, writing and counting. However, the main aim of the research was to show all the changes (progress) in the above-mentioned basic school skills in reference to the observed student with a moderate intellectual disability, which have occurred during the 10 months’ time as a result of applying both educational and therapeutic actions and an attempt to indicate the school’s education opportunities based on the results of the researchand teacher’s opinions.

Recognising, assessing and managing offending behaviour in persons with intellectual disability

2005 ◽  
Vol 22 (3) ◽  
pp. 107-112 ◽  
Author(s):  
Peter Leonard ◽  
Sean Shanahan ◽  
John Hillery
Keyword(s):  
Case Report ◽  
Intellectual Disability ◽  
General Population ◽  
Learning Disability ◽  
Disabled Persons ◽  
Forensic Assessment ◽  
Intellectually Disabled ◽  
Disability Service ◽  
Moderate Intellectual Disability ◽  
Offending Behaviour

AbstractThe association between intellectual disability and offending is complex. Recent evidence would suggest that the received wisdom of intellectually disabled persons being more prone to offending is either incorrect or only tells part of the story. Those within the ‘borderline’ intellectual disability range may be more prone to committing sexual and criminal damage offences but those with an IQ less than 50 rarely offend.The offender with intellectual disability shares characteristics with his counterpart from the general population. As with the general population as a whole, offending in this group is often unreported and its recognition is complicated by issues of competence. The lack of validated forensic assessment schedules for this population poses a further challenge. Some general approaches to assessment in this population are discussed. This case report illustrates the difficulties of assessing and managing offending behaviour in an individual with moderate intellectual disability. The challenge of treating offenders with an intellectual disability is immense and requires specialist expertise. Managing such cases in a generic setting is inappropriate and the need for a forensic learning disability service in Ireland is highlighted.

scholarly journals Application of a Correctional and Developmental Program for the Formation of Cognitive Interest in Younger Students with Intellectual Disabilities in Russian Language Lessons

2020 ◽  
Author(s):  
Aiana Mal oolovna Dapyian
Keyword(s):  
Intellectual Disability ◽  
Russian Language ◽  
School Age ◽  
Intellectually Disabled ◽  
Disabled Students ◽  
Play Activity ◽  
Developmental Program ◽  
The World ◽  
Primary School Age ◽  
Children With Intellectual Disability

The article is devoted to the issue of forming cognitive interest in younger students with intellectual disability. The issue is present not only among children with intellectual disability, but it is with them that it is most difficult to form it, since in primary school age these children still have a predominant play activity, as a result of which children with intellectual disability have distorted conception about the world around them. Intellectually disabled students tend to have a superficial acquaintance with any subject, as a result of which it is quite difficult for them to analyze and synthesize, so their perception and understanding also suffers. The correctional program presented in the article has a mission to eliminate these problems and help children in the formation of correct cognition.

The use of clozapine in an individual with moderate intellectual disability, aggressive behaviour and resistant psychosis

1999 ◽  
Vol 16 (1) ◽  
pp. 32-33 ◽  
Author(s):  
Manzar Kamal ◽  
Mary Kelly
Keyword(s):  
Intellectual Disability ◽  
Aggressive Behaviour ◽  
Marked Improvement ◽  
Behavioural Problems ◽  
Psychotic Symptoms ◽  
Intellectually Disabled ◽  
Moderate Intellectual Disability ◽  
Conventional Antipsychotics ◽  
Antipsychotic Effect

AbstractThe case of a 32 year old man with moderate intellectual disability, severe behavioural problems and psychotic symptoms is described. Having tried various traditional antipsychotics he was commenced on clozapine with a marked improvement in symptoms. Clozapine is a useful drug for the treatment of schizophrenia in the intellectually disabled who are refractory to the conventional antipsychotics. It improves aggressive and self-injurious behaviour which may be in addition to its antipsychotic effect.

scholarly journals Czas wolny dzieci niepełnosprawnych intelektualnie w opinii rodziców

2018 ◽  
pp. 33-51
Author(s):  
Izabella Kaiser
Keyword(s):  
Special Education ◽  
Intellectual Disability ◽  
Family Environment ◽  
Special Education Teachers ◽  
Leisure Time ◽  
Time Behaviour ◽  
Disabled Children ◽  
Intellectually Disabled ◽  
Moderate Intellectual Disability ◽  
Vital Element

The study aimed at diagnosing the opinions of parents of children with mild and moderate intellectual disability on the forms and significance of leisure time behaviour. The study revealed that parents, siblings, or other family members were most often partners of leisure for intellectually disabled children. All the respondents declare that they know what their children are doing in their leisure time and who they spend it with. Leisure time appears to be the area of limitless rehabilitation opportunities, and therefore it should occupy a significant position both in scientific research and (perhaps predominantly) in practical activities undertaken to help children with intellectual disability. Extensive activity of the school, family environment and special education teachers themselves is required to implement leisure time as a vital element in the process of revalidation of intellectually disabled children. 

scholarly journals Can 3D Gamified Simulations Be Valid Vocational Training Tools for Persons with Intellectual Disability?

2017 ◽  
Vol 56 (02) ◽  
pp. 162-170 ◽  
Author(s):  
Ariel von Barnekow ◽  
Núria Bonet-Codina ◽  
Dani Tost
Keyword(s):  
Intellectual Disability ◽  
Vocational Training ◽  
Social Inclusion ◽  
Point Of View ◽  
Learning Objectives ◽  
Risk Prevention ◽  
Intellectually Disabled ◽  
Vocabulary Skills ◽  
Social Abilities ◽  
Disabled Workers

SummaryObjective: To investigate if 3D gamified simulations can be valid vocational training tools for persons with intellectual disability.Methods: A 3D gamified simulation composed by a set of training tasks for cleaning in hostelry was developed in collaboration with professionals of a real hostel and pedagogues of a special needs school. The learning objectives focus on the acquisition of vocabulary skills, work procedures, social abilities and risk prevention. Several accessibility features were developed to make the tasks easy to do from a technological point-of-view. A pilot experiment was conducted to test the pedagogical efficacy of this tool on intellectually disabled workers and students.Results: User scores in the gamified simulation follow a curve of increasing progression. When confronted with reality, they recognized the scenario and tried to reproduce what they had learned in the simulation. Finally, they were interested in the tool, they showed a strong feeling of immersion and engagement, and they reported having fun.Conclusions: On the basis of this experiment we believe that 3D gamified simulations can be efficient tools to train social and professional skills of persons with intellectual disabilities contributing thus to foster their social inclusion through work.

Physical fitness of people with moderate and considerable intellectual disabilities

Physiotherapy ◽  
2013 ◽  
Vol 21 (3) ◽  
Author(s):  
Marzena Ślężyńska ◽  
Grzegorz Mięsok ◽  
Kamila Mięsok
Keyword(s):  
Physical Activity ◽  
Intellectual Disability ◽  
Physical Fitness ◽  
Body Mass ◽  
Body Height ◽  
Abdominal Muscle ◽  
The Body ◽  
Intellectually Disabled ◽  
Fitness Tests ◽  
Abdominal Muscle Strength

AbstractIntroduction: The aim of the physical activity of the intellectually disabled is the strengthening of health, creating movement habits, promoting active recreation, and maintaining exercise capacity. Skillfully applied physical activity allows to mitigate the effects of pathology and create the compensations to enable the intellectually disabled people to live relatively independently. Physical activity and sport also increase their chances to integrate with their families, peers, and social environment.Materials and methods: The research targeted a group of 134 people with moderate or considerable intellectual disability (65 women and 69 men), aged 20-53 years, who participated in occupational therapy workshops in Jastrzębie Zdrój, Rybnik, and Żory. Physical fitness was assessed using the “Eurofit Special” test and balance tests. Measurements of body height and mass were also taken and then used to calculate the body mass index (BMI).Results: A salient somatic trait was the greater body mass relative to height among the persons with considerable disability, clearly illustrated by the BMI. This explained their greater heaviness in performing physical exercises. An even greater difference between participants with moderate and considerable intellectual disability was visible in physical fitness. Obviously, older persons did not achieve as good results in fitness tests as the younger ones, yet the participants were more differentiated by the level of disability than age. Most symptomatic differences to the disadvantage of the considerably disabled were observed in explosive strength, speed, abdominal muscle strength, and flexibility.Conclusions: Significant differences in fitness between the compared groups make it necessary to take into account the level of intellectual disability in the course of physical education and sport, at work, and in household duties.

The Use of Response Prompting and Frames for Teaching Sentence Writing to Students With Moderate Intellectual Disability

2016 ◽  
Vol 33 (3) ◽  
pp. 142-149 ◽  
Author(s):  
Robert Pennington ◽  
Allison Flick ◽  
Kendra Smith-Wehr
Keyword(s):  
Intellectual Disability ◽  
Time Delay ◽  
Delay System ◽  
Constant Time Delay ◽  
Intervention Package ◽  
Time Delay System ◽  
Moderate Intellectual Disability ◽  
System Of Least Prompts ◽  
Response Prompting ◽  
Multiple Probe

In the current study, we examined the effects of response prompting strategies (i.e., constant time delay, system of least prompts) and frames on sentence writing for three participants, ages 7 to 12, with moderate intellectual disability. We used a concurrent multiple probe across behaviors design to evaluate the efficacy of the intervention package and posttest probes to assess generalized responding to untrained stimulation. During intervention, the teacher taught two students to construct sentences using selection-based software and another to generate handwritten responses across three different writing frames (i.e., I want _________, I see _____, The _____ is ______). Our findings suggest that the package was effective and produced variable levels of maintenance and generalized responding for all three participants.

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