Mother–child dyadic co-regulation in children with intellectual disability: A comparison among dyads with children with chromosome 14 aberrations, Down syndrome and typical development

Social inclusion for people with disability is bound up with experiences of place in everyday life. In Australia, the inclusion agenda has been recently propelled by the National Disability Insurance Scheme which promotes – and funds – the full inclusion of people with disability so that their lives are conducted in everyday settings. This article addresses what lies between the aspirational policy principles of full inclusion and the experience of family life with a young child who has Down syndrome. Through auto-ethnographic inquiry, a series of vignettes describe my own encounters in everyday places such as shops, childcare centres and public swimming pools. I focus on ‘sense of place’ which is generated through everyday practices and can shape individual identity and belonging. Using ideas from feminist poststructuralism and critical disability studies, I argue that ableist discourses on disability are produced by people in everyday places through their attitudes, actions and expectations, disrupting regular family life and imposing oppressive modes of subjectivity upon children with intellectual disability and their parent-carers. In response, parents of children with intellectual disability are challenged to undertake the political labour of everyday disability advocacy. It is important for social work to recognise that this labour can become a significant part of the contemporary parent-carer role.

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Interaction – it depends – a comparative study of interaction in preschools between children with intellectual disability and children with typical development

Scandinavian Journal of Disability Research ◽

10.1080/15017410903175677 ◽

2010 ◽

Vol 12 (3) ◽

pp. 151-164 ◽

Cited By ~ 21

Author(s):

Agneta Luttropp ◽

Mats Granlund

Keyword(s):

Intellectual Disability ◽

Comparative Study ◽

Typical Development ◽

Children With Intellectual Disability

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ASSESSMENT OF BALANCE IN YOUNGER SCHOOL AGE CHILDREN WITH INTELLECTUAL DISABILITY

Facta Universitatis Series Physical Education and Sport ◽

10.22190/fupes171010061s ◽

2019 ◽

pp. 687

Author(s):

Ivana Sretenović ◽

Goran Nedović ◽

Srboljub Đorđević

Keyword(s):

Intellectual Disability ◽

School Age Children ◽

Typical Development ◽

Educational Work ◽

Balance Test ◽

Moderate Intellectual Disability ◽

School Activities ◽

Everyday Activities ◽

Significant Difference ◽

Children With Intellectual Disability

In children, balance develops in everyday activities through play and exercise. It is essential for learning, and participation in educational work and physical activities. The aim of the study was to evaluate the balance abilities of younger children with typical development and children with moderate intellectual disability. The survey was conducted on a sample of 38 male children (23 with typical development and 15 with moderate intellectual disability). To assess the balance we used Bruininks - Oseretsky Test of Motor Proficiency, 2nd edition - BOT 2 (Bruininks & Bruininks, 2005), subtest 5. Results show that total average achievement of children with typical development at all the tasks was 31.07, and 11.34 for children with intellectual disability. Statistically significant difference was achieved on 6 of 9 tasks (p <0.05). Compared to the norms, children with typical development are within the average, while respondents with moderate intellectual disabilities are below average on balance test. Obtained results of this study, can be used as a basis for further research in the field of (special) education and rehabilitation. They can be used to create programs of preventive and corrective work in order to support and assist students in school activities, also.

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Impact on Siblings of Children With Intellectual Disability: The Role of Child Behavior Problems

American Journal on Intellectual and Developmental Disabilities ◽

10.1352/1944-7558-115.4.291 ◽

2010 ◽

Vol 115 (4) ◽

pp. 291-306 ◽

Cited By ~ 33

Author(s):

Cameron L. Neece ◽

Jan Blacher ◽

Bruce L. Baker

Keyword(s):

Intellectual Disability ◽

Behavior Problems ◽

Child Behavior ◽

Negative Impact ◽

Child Behavior Problems ◽

Typical Development ◽

Typically Developing ◽

Intellectual Status ◽

The Impact ◽

Children With Intellectual Disability

Abstract The impact on everyday life for siblings of children with intellectual disability or typical development was examined. Participants were families of children with intellectual disability (n = 39) or typical development (n = 75). Child behavior problems and sibling impact were assessed at child ages 5, 6, 7, and 8. Results indicate that siblings of children with intellectual disability were consistently reported by mothers and fathers to be more negatively impacted compared to siblings of typically developing children. When child behavior problems were accounted for, however, there was no longer a significant relationship between child intellectual status and sibling impact. For both intellectual disability and typical development groups, cross-lagged panel analyses indicate that early child behavior problems lead to increased sibling negative impact over time.

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