A Study of Parents’ Readiness to Raise Children with Intellectual Disabilities

2021 ◽  
Author(s):  
Maryana Buinyak ◽  
◽  
Svitlana Myronova
Keyword(s):  
Developmental Disabilities ◽  
Intellectual Disabilities ◽  
Detailed Analysis ◽  
Research Methodology ◽  
Family Members ◽  
Adult Life ◽  
Significant Part ◽  
Age Dynamics ◽  
Optimal Methods

The readiness of parents to raise children with intellectual disabilities is a set of emotional-motivational, cognitive and activity components, the formation of which ensures an adequate attitude of family members to the child and the choice of optimal methods of its upbringing. The article highlights the results of a study of parents’ readiness for family upbringing of children with intellectual disabilities, the research methodology is described, and a detailed analysis of the results is presented. According to the results of the experiment, it was found that a significant part of parents raising child with intellectual disabilities accept the child and its disorders at the psychological level, but they are emotionally depressed that their child has developmental disabilities. The vast majority of parents are not sufficiently aware of the psychological and pedagogical characteristics of their children, the age dynamics of their development. This negatively affects the choice of tactics and methods of education, knowledge about possible problems in learning and further adult life.

Interactive digital art for individuals with intellectual disabilities

2021 ◽  
pp. 174462952097555
Author(s):  
Lindsey Albrecht ◽  
Hannah Starnes ◽  
Katie Benton ◽  
Awel Bol ◽  
Emily Gettings ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Literature Review ◽  
Intellectual Disabilities ◽  
Digital Art ◽  
Social Aspects ◽  
Intellectual And Developmental Disabilities ◽  
Digital Form ◽  
Interactive Art ◽  
Digital Painting ◽  
Individuals With Intellectual Disabilities

Interactive digital art can be a beneficial therapeutic intervention for a variety of populations, but specifically for the population of intellectual and developmental disabilities. Interactive digital art uses the engagement of the participant to create a digital form of art. The purpose of this literature review is to explore the effects that interactive art has on individuals with intellectual and developmental disabilities. Interactive arts discussed were used in a variety of settings ranging from sand art, to using video games, or interactive art exhibits. Sand art and other digital painting methods were proven to be beneficial in improving cognitive functioning and social aspects of those with intellectual disabilities. While exploring the various settings, participant feedback was given in association with using interactive digital art.

Employability Social Skills Interventions in Transition-Age Youth with Intellectual Disabilities: A Literature Review

2021 ◽  
Vol 9 (6) ◽  
pp. 615-627
Author(s):  
Eleni Laskaraki ◽  
Anastasia Alevriadou ◽  
Eleni Rachanioti
Keyword(s):  
Social Skills ◽  
Intellectual Disabilities ◽  
Adult Life ◽  
Skills Training ◽  
Transition Age Youth ◽  
Social Skills Interventions ◽  
Transition Age ◽  
Job Tasks ◽  
Target Behaviors ◽  
The Social

Employability skills are necessary for youth with Intellectual Disabilities (IDs) to successfully navigate their transition from educational settings to autonomous adult life. Most importantly, research evidence has shown that individuals with IDs appear to perform adequately on job tasks, yet they frequently face inadequacies in the social aspects of work life. Although much of the existing employability research has focused on social skills training related to employability for individuals with other disabilities, people with IDs are underrepresented in the literature. Thus, this review aimed to provide insight into the existing social skills interventions that promote employability in transition-age youth with IDs. Results indicated that although there is a limited number of studies regarding intervention programs on improving social skills related to employment for individuals with IDs, the majority of them positively impacted target behaviors, thus highlighting the need for further empirical research.

scholarly journals Restraint interventions in people with moderate to profound intellectual disabilities: Perspectives of support staff and family members

2018 ◽  
Vol 32 (1) ◽  
pp. 172-183 ◽  
Author(s):  
Petri J. C. M. Embregts ◽  
Annemarieke Negenman ◽  
Jolanda M. Habraken ◽  
Marike E. Boer ◽  
Brenda J. M. Frederiks ◽  
...  
Keyword(s):  
Intellectual Disabilities ◽  
Family Members ◽  
Support Staff

scholarly journals The use of Twitter and Facebook Social Media in Communicating & Disseminating Weather and Climate Information by Kenya Meteorological Department

2020 ◽  
pp. 11-21
Author(s):  
Misiani Zachary ◽  
Lun Yin ◽  
Mwai Zacharia ◽  
Xiaohan Zhang ◽  
Yanyan Zheng ◽  
...  
Keyword(s):  
Social Media ◽  
Research Methodology ◽  
Information Dissemination ◽  
The Other ◽  
Significant Part ◽  
Climate Information ◽  
Traditional Media ◽  
Weather And Climate ◽  
Social Media Platforms

Today, traditional media is still a significant part of disseminating weather and climate information, still they have not been able to reach out to all users of the target audience alone. On the other hand, social media platforms such as Twitter, Facebook, YouTube, Instagram, etc. are used as a tool of communicating weather and climate information to various users in a well-organized manner like never before. Using a scientific research methodology of case study, the research was designed to explore how the Kenya Meteorological Department (KMD) is using Twitter and Facebook accounts for weather and climate information dissemination to various users.

Parents' Perceptions of Postschool Years for Young Adults With Developmental Disabilities

2009 ◽  
Vol 47 (3) ◽  
pp. 186-196 ◽  
Author(s):  
Margarita Bianco ◽  
Dorothy F. Garrison-Wade ◽  
Romie Tobin ◽  
Jean P. Lehmann
Keyword(s):  
Young Adults ◽  
Developmental Disabilities ◽  
Role Models ◽  
Change Agents ◽  
Adult Life ◽  
Safety Net ◽  
Decision Makers ◽  
Face To Face ◽  
Service Agencies ◽  
Adults With Developmental Disabilities

Abstract This qualitative study investigated parents' perceptions of the various roles they played in their adult children's lives during the post–high school years. Individual face-to-face interviews were conducted with 9 families of young adults with developmental disabilities. Findings indicated that families perceived the complexity of their roles as balancing between advocating for their adult children's needs while promoting independence and self-determination. The roles parents assumed as their children entered into adult life were those of collaborators, decision makers, and program evaluators, role models, trainers, mentors and instructors, and systems change agents. Parents often felt they were the safety net for their children and the back-up plan for service agencies. Parents' quotes illustrated the complexity of the roles they played as their young adult children with developmental disabilities entered adulthood.

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.

Effects of Physical Activity on the Physical and Psychosocial Health of Youth With Intellectual Disabilities: A Systematic Review and Meta-Analysis

2019 ◽  
Vol 16 (12) ◽  
pp. 1187-1195
Author(s):  
Nathanial J. Kapsal ◽  
Theresa Dicke ◽  
Alexandre J.S. Morin ◽  
Diego Vasconcellos ◽  
Christophe Maïano ◽  
...  
Keyword(s):  
Physical Activity ◽  
Developmental Disabilities ◽  
Physical Health ◽  
Intellectual Disabilities ◽  
Meta Analysis ◽  
Psychosocial Health ◽  
Inclusion Criteria ◽  
Positive Effects ◽  
Meta Analyses ◽  
Outcome Type

Background: The physical and psychosocial benefits of physical activity for typically developing youth are well established; however, its impact on youth with intellectual disabilities is not as well understood. The aims of this review and meta-analysis were to synthesize the literature and quantify the effects of physical activity on the physical and psychosocial health of youth with intellectual disabilities. Method: Studies meeting the inclusion criteria were grouped by their focus on physical health and/or psychosocial health outcomes. Meta-analyses were performed using 3-level, random effects and mixed effects models. Results: One hundred nine studies met the inclusion criteria. Physical activity had a large effect on physical health (g = 0.773, P < .001) and a moderately large effect (g = 0.682, P < .001) on psychosocial health. Participant age, intellectual disability level, other developmental disabilities, outcome type, and intervention type moderated the effects of physical activity on physical health, whereas study design, risk of bias, other developmental disabilities, outcome type, and intervention type were moderators on psychosocial health. Conclusions: Physical activity has positive effects on the physical and psychosocial health of youth with intellectual disabilities. Although resistance training shows the most physical benefits, teaching movement and sports skills appear to benefit their physical and psychosocial health.

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