scholarly journals Global Development of Children with Intellectual Disability: Intrinsic Factors versus Extrinsic Interventions

2021 ◽  
Vol 8 (2) ◽  
pp. 1023-1028
Author(s):  
Fuzhou Wang
Keyword(s):  
Social Issue ◽  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Special Needs ◽  
Personal Development ◽  
Vital Role ◽  
Global Development ◽  
Intrinsic Factors ◽  
Supporting Teachers ◽  
Children With Intellectual Disability

How to realize the global development of children with intellectual disability is a complicated social issue. When a child has intellectual disability or is on the verge of intellectual disability, the environment the child is in and the humanistic support the child obtains play a vital role in achieving the global development. Given the intrinsic factors cannot be changed, and then the extrinsic interventions subsequently become the only means for children with intellectual disability to achieve personal development. However, conventional education cannot meet the special needs of children with intellectual disabilities, so training special supporting teachers has become the best choice to achieve this goal.

Music Therapy in Enhancing Learning Attention of Children with Intellectual Disability

2021 ◽  
Vol 9 (4) ◽  
pp. 363-367
Author(s):  
Akintunde Oluseyi Dada ◽  
Owoade Philip Adeleke ◽  
Samson Akinwumi Aderibigbe ◽  
Michael Adeife Adefemi ◽  
Martina Ayibeya Apie ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Music Therapy ◽  
Intellectual Disabilities ◽  
Rating Scale ◽  
Home School ◽  
Analysis Of Covariance ◽  
Moderator Variables ◽  
Treatment Package ◽  
Therapy Treatment ◽  
Children With Intellectual Disability

Inattention is one of the significant problems that inhibit learning among children with intellectual disabilities. However, several strategies and therapies have been developed to solve the problem. This study, therefore, investigates the effectiveness of music therapy in enhancing attention among children with intellectual disability. A pretest-posttest control experimental research design was adopted. The experiment was carried out for six weeks using Music Therapy Treatment Package on 24 children with intellectual disability that were randomly selected Modupe Cole Momerial Childcare and Treatment Home/School, Akoka, Yaba, Lagos. A validated Attention Observation Rating Scale (AORS) with a reliability coefficient of 0.88 was used for this study. Three hypotheses were tested in the study, and Analysis of Covariance (ANCOVA) was used for data analysis. This study revealed that music therapy is effective in enhancing attention among children with intellectual disabilities. Sex and level of severity of the disability were also tested as moderator variables, but they have no significant main or interaction effect with music therapy in enhancing attention for children with intellectual disability. The finding is that music therapy is significantly effective in enhancing attention for children with intellectual disability regardless of their sex or level of severity. It was concluded that attention deficit could be improved for children with intellectual disability. Therefore, Music therapy was recommended for use in the school with adequate teacher training.

scholarly journals Intellectual Disability Nursing

2019 ◽  
Vol 3 (2) ◽  
Keyword(s):  
Decision Making ◽  
Mental Retardation ◽  
Intellectual Disability ◽  
Developmental Disabilities ◽  
Intellectual Disabilities ◽  
Special Needs ◽  
Negative Attitudes ◽  
Persons With Disabilities ◽  
The Social ◽  
The World

Persons with mental retardation enter a group of persons with disabilities. We also use the term “persons with developmental disabilities” and “persons with special needs” but recently, for persons with mental retardation, we use the term “persons with intellectual disabilities”. Sometimes negative opinions and negative attitudes, violence and discrimination were not directed against them, but such practices were advancing to the social pattern of behavior towards them. Even today we are witnessing that there is still a pattern of behavior toward them. Although society has been educating and expanding its vision and understanding of the world around it, it often happens that their abilities and their abilities create superficial conclusions. The presence of mental retardation does not justify any form of discrimination. Although more and more institutions dealing with improving the lives of persons with intellectual disabilities, they are in some ways deprived of their own choice and decision-making.

scholarly journals Prevalence of undiagnosed, preventable visual impairment in children with intellectual disability in special needs schools in Western Saudi Arabia

2021 ◽  
Vol 0 (0) ◽  
pp. 0
Author(s):  
LinaHassan Raffa ◽  
AbdulrahmanZaid Al-Shamrani ◽  
FirasMohamed Madani ◽  
AliSaad AlQarni ◽  
KareemFawzi Allinjawi ◽  
...  
Keyword(s):  
Saudi Arabia ◽  
Intellectual Disability ◽  
Visual Impairment ◽  
Special Needs ◽  
Children With Intellectual Disability

scholarly journals Mental health of children and adolescents with intellectual disabilities in Britain

2007 ◽  
Vol 191 (6) ◽  
pp. 493-499 ◽  
Author(s):  
Eric Emerson ◽  
Chris Hatton
Keyword(s):  
Mental Health ◽  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Children And Adolescents ◽  
Psychiatric Disorders ◽  
Significant Proportion ◽  
Cumulative Risk ◽  
Conduct Disorders ◽  
British Children ◽  
Children With Intellectual Disability

BackgroundFew studies have employed formal diagnostic criteria to determine the prevalence of psychiatric disorders in contemporaneous samples of children with and without intellectual disabilities.AimsTo establish the prevalence of psychiatric disorders against ICD—10 criteria among children with and without intellectual disabilities, the association with social/environmental risk factors, and risk attributable to intellectual disability.MethodSecondary analysis of the 1999 and 2004 Office for National Statistics surveys of the mental health of British children and adolescents with (n=641) and without (n = 17774) intellectual disability.ResultsPrevalence of psychiatric disorders was 36% among children with intellectual disability and 8% among children without (OR=6.5). Children with intellectual disabilities accounted for 14% of all British children with a diagnosable psychiatric disorder Increased prevalence was particularly marked for autistic-spectrum disorder (OR=33.4), hyperkinesis (OR=8.4) and conduct disorders (OR=5.7). Cumulative risk of exposure to social disadvantage was associated with increased prevalence.ConclusionsA significant proportion of the elevated risk for psychopathology among children with intellectual disability may be due to their increased rate of exposure to psychosocial disadvantage.

Special needs of adolescents and elderly people with intellectual disability

2012 ◽  
pp. 1878-1883
Author(s):  
Jane Hubert ◽  
Sheila Hollins
Keyword(s):  
Mental Health ◽  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Special Needs ◽  
Elderly People ◽  
General Rule ◽  
Health Needs ◽  
Social Health ◽  
Mental Health Needs ◽  
People With Intellectual Disabilities

Social health and mental health needs change throughout life, and this chapter highlights those particularly relevant for adolescents and elderly people. As a general rule, people with intellectual disabilities have the same needs as other members of the community, but they may also have additional needs for which they are entitled to extra support.

Age Features of the Socialisation of Children with Intellectual Disability in Special Psychological and Pedagogical Research

2020 ◽  
Vol 6 (2) ◽  
pp. 173-184
Author(s):  
Viktoriia Ye. Kovalenko
Keyword(s):  
Intellectual Disability ◽  
Social Development ◽  
Intellectual Disabilities ◽  
Theoretical Modelling ◽  
Social Significance ◽  
Low Level ◽  
Theoretical Approaches ◽  
Pedagogical Research ◽  
Age Features ◽  
Children With Intellectual Disability

Understanding the ontogenetic features of socialisation of children with intellectual disability is of great social significance. The purpose of the scientific article is to identify the age characteristics of socialisation of children with intellectual disability in special psychological and pedagogical research. In the course of the study, the following methods were used: analysis of general and special psychological and pedagogical literature; systematisation and generalisation of theoretical approaches to solving the problem of children with intellectual disabilities’ social development; definition of key concepts’ content; theoretical modelling to create a hypothetical model of socialisation of the child with intellectual disability at different ages. It was found that the socialisation of a personality with intellectual disability in preschool age was manifested in disorders of self-perception, decreased emotional sensitivity, ability to empathise, lack of understanding and adequate assessment of life situations, social skills’ disorders. Due to the existing behavioural disorders, younger students have a feeling of loneliness, lower social competence. The semantic sphere of adolescents with intellectual disability is manifested in the delayed development of semantic life orientations, low level of life satisfaction, unformed higher emotions, dominance of primitive interests, violations of self-control, dominance of low level of adaptation to the social environment. Senior students with intellectual disability have a distortion of self-awareness, which is manifested in undifferentiated and uncritical perceptions of adolescents about themselves, inadequate self-esteem. The established age features of children with intellectual disabilities’ social formation make it possible to work out a system of corrective influence on their social development taking into account the “structure of the disorder” based on the “bottom-up” correction principle

Quality of Life of Parents of Children with Intellectual Disabilities in Croatia

2017 ◽  
Vol 7 (2) ◽  
pp. 43-48 ◽  
Author(s):  
Anja Kovac Misura ◽  
Haris Memisevic
Keyword(s):  
Quality Of Life ◽  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Educational Status ◽  
Control Group ◽  
Family Quality Of Life ◽  
Significant Difference ◽  
Survey Results ◽  
Children With Intellectual Disability

Abstract The goal of the present study was to examine the quality of life (QOL) of parents of children with intellectual disability. An additional goal was to examine the effects of gender and educational status on the QOL of these parents. The sample for this study consisted of 50 parents of children with intellectual disabilities and 50 parents of children without disabilities as a control group. As A measure of QOL, we used Family Quality of Life Survey. Results have shown that there is a statistically significant difference between the perceived QOL of parents of children with intellectual disabilities and parents of typically developing children. The effects of gender and educational status on QOL of parents of children with intellectual disabilities were also statistically significant. However, there were no interaction effects of gender and educational status on the QOL. Given the lower QOL of parents of children with intellectual disability, it is important to provide them with support programs in order to improve their QOL.

Examining Rater Effects of the TGMD-2 on Children With Intellectual Disability

2012 ◽  
Vol 29 (4) ◽  
pp. 346-365 ◽  
Author(s):  
Youngdeok Kim ◽  
Ilhyeok Park ◽  
Minsoo Kang
Keyword(s):  
Physical Activity ◽  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Rasch Model ◽  
Generalizability Theory ◽  
Rater Effects ◽  
Adapted Physical Activity ◽  
Data Analyses ◽  
Biased Ratings ◽  
Children With Intellectual Disability

The purpose of this study was to investigate rater effects on the TGMD-2 when it applied to children with intellectual disability. A total of 22 children with intellectual disabilities participated in this study. Children’s performances in each of 12 subtests of the TGMD-2 were recorded via video and scored by three adapted physical activity specialists who have expertise in the TGMD-2. Two advanced measurement theories, Generalizability-theory (G-theory) and many-facet Rasch model (MFRM), were applied in data analyses. There were relatively large variances attributed to rater effects on the scores of the TGMD-2 awarded to children with intellectual disabilities. The severity of each rater significantly differed across all subtests of the TGMD-2. There was a set of biased ratings interacted with measurement conditions of the TGMD-2.

scholarly journals Effect of Differential Reinforcements on Reducing Problematic Behaviours among Children with Intellectual Disability in the Classrooms

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Mr. Shashi Kumar ◽  
Dr Chavan. B. S. ◽  
Ms. Vani Ratnam
Keyword(s):  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Control Group ◽  
Intervention Package ◽  
Behaviour Modification ◽  
Treatment Package ◽  
And Control ◽  
Regional Institute ◽  
Experimental Group ◽  
Children With Intellectual Disability

A structured behaviour modification programme relatively improves the various skill behaviours among children with intellectual disabilities as well as decreases the problematic behaviours, when it is used in a systematic way in school classrooms. Present study represents the effect of systematic representation of differential reinforcements to decrease the problematic behaviours among the children with intellectual disabilities. The main objective of the present study was to study the effect of differential reinforcements in decreasing problematic behaviours among children with intellectual disability. This study was conducted on the sample of twenty students, selected from the Regional Institute for Mentally Handicapped Chandigarh, with informed consent of parents with pre selected inclusion and exclusion criteria and randomly assigned to the two groups. Experimental group was treated by the experimenter with intervention package after pre test up to 60 sessions and control group was remained untreated. After the treatment and analysis, experimenter found that students of experimental group who treated with the treatment package have significant decrease in problematic behaviours with t value 8.450, in comparison to control group.

Trends in BMI by Age Periods of Pupils with Intellectual Disability

2020 ◽  
Author(s):  
Jitka Králíková ◽  
Hana Válková
Keyword(s):  
Czech Republic ◽  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Real Data ◽  
Normal Weight ◽  
High Risk Group ◽  
School Age ◽  
The Czech Republic ◽  
Significant Difference ◽  
Children With Intellectual Disability

Childhood obesity is becoming increasingly important in children because it occurs in earlier age periods. Children with intellectual disabilities belong to a high-risk group in the area of obesity. Their disability limits them in everyday life both in the possibilities of participation in physical activities and in the field of lifestyle. Currently, there is not real data in BMI age trends for children with intellectual disabilities. The aim of the research is to find out the trends of BMI in children with mild and moderate intellectual disability in different age periods and to find out whether summer holidays have an effect in BMI trend in some age periods. The methods used were quantitative and comparative research. BMI indicators were mea-sured using an In-Body machine. T-test was used to identify statistically significant differ-ences between periods. Trends were measured in children aged 6–20 years (the number of participants in each measurement: n = 49, n = 55, n = 56, n = 55) in over two years in the region Zlín in the Czech Republic. Trends are evaluated using box charts. The conclusion is that the trend of BMI of school-age pupils is positively accelerating, summer holidays have no affect BMI values. The BMI trend in pubescence pupils is fluctuating with a decrease in BMI values during the summer holidays. The BMI trend in adolescence pupils is convex, summer holidays have no effect on BMI values. BMI trends of all ages are within the normal weight. Astatistically significant difference in BMI is only for pupils of school age between September 2017 and June 2018. It is beneficial finding for practice that children with intellectual disability in the Czech Republic have much better results in BMI indicators and trends than children with intellectual disability in abroad.

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