Supporting the development of children with moderate and severe intellectual disabilities in a special kindergarten – a practical approach

The aim of this article is to characterize the cognitive development of a preschool child on the basis of selected theoretical concepts in relation to moderate and severe intellectual disability. These considerations will serve as a guideline for further theoretical analyses and practical activities supporting the development of children with intellectual disabilities. From a biological perspective, intellectual disability is a typical medical problem. In the developmental context, it means “a failure in the process of development” (Kościelska 1995; Speck, 2015). I assume that the determinant for planning and implementing the content, forms and methods of teaching in special kindergarten should be the level of cognitive development of each child. In the study I refer to selected concepts of development in the terms of Jean Piaget and Lev Vygotsky, which, as I assume, can be a field for analysis of the development of children who require multi-profile support.

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PTSD in adults with intellectual disabilities: stabilisation during inpatient stay

Advances in Mental Health and Intellectual Disabilities ◽

10.1108/amhid-10-2013-0061 ◽

2014 ◽

Vol 8 (4) ◽

pp. 237-247 ◽

Cited By ~ 8

Author(s):

Trine Lise Bakken ◽

Vibeke Gjersoe ◽

Espen Matre ◽

Tone Kristiansen ◽

Arvid Ro ◽

...

Keyword(s):

Intellectual Disability ◽

Intellectual Disabilities ◽

Case Reports ◽

Psychiatric Inpatient ◽

Training Programme ◽

Post Traumatic Stress ◽

Core Element ◽

Content Type ◽

Severe Intellectual Disability ◽

Severe Intellectual Disabilities

Purpose – The purpose of this paper is to describe and discuss interventions of stabilisation of emotions and behaviour in adults with post-traumatic stress disorder (PTSD). This topic is understudied in persons with intellectual disability. Design/methodology/approach – The aim of this study was to investigate interventions of stabilisation in persons with more severe intellectual disability; i.e. persons with moderate or severe intellectual disabilities. Five patients in a specialised psychiatric inpatient unit for patients with intellectual disabilities were included. Information about treatment of the patients was collected through case files, observations, and interviews. The authors of this paper followed a training programme for trauma therapists in addition to the inpatient treatment of the five patients. Findings – Six main areas of stabilisation of emotions and behaviour were identified: validation, anxiety relief, treatment of depressed mood, increased mastering of daily activities, protection against anxiety triggers, and facilitated staff communication. Protection from anxiety triggers seems to be a core element of milieu therapy interventions. Interventions for neurotypical PTSD patients, such as exposure therapy may be contraindicated for patients with more severe intellectual disabilities. Originality/value – Research on interventions of stabilisation towards adults with more severe intellectual disabilities is still in its infancy. The case reports may help milieu therapists to facilitate interventions towards patients with moderate or severe intellectual disabilities.

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Ageing people with intellectual disabilities and the association between frailty factors and social care: A Swedish national register study

Journal of Intellectual Disabilities ◽

10.1177/17446295211037170 ◽

2021 ◽

pp. 174462952110371

Author(s):

Gerd Ahlström ◽

Eva Flygare Wallén ◽

Magnus Tideman ◽

Marianne Holmgren

Keyword(s):

Intellectual Disability ◽

Intellectual Disabilities ◽

Residential Care ◽

Social Care ◽

Age Groups ◽

National Strategic Plan ◽

Severe Intellectual Disability ◽

Home Help ◽

The Social ◽

People With Intellectual Disabilities

The aim of this study was to describe the social care provided for different age groups of people with intellectual disability, 55 years or above, and to investigate the association between such care and frailty factors for those with diagnosed level of intellectual disabilities. Descriptive and logistic regression analyses were used. Commonest forms of social care among the 7936 people were Residential care, Daily activities and Contact person. Home help and Security alarm increased with age. The frailty factors significantly associated with increased social care were age, polypharmacy and severe levels of intellectual disabilities. Persons most likely to be in residential care were in the age group 65–79 with polypharmacy and severe disability. The results indicate a need for further research of how frailty factors are considered in social care and longstanding medication, especially then severe intellectual disability hinders communication. A national strategic plan for preventive interventions should be developed to ensure the best possible healthy ageing.

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Milieu Training for Adults With Severe Intellectual Disability: A Clinical Illustration

Communication Disorders Quarterly ◽

10.1177/1525740116674437 ◽

2016 ◽

Vol 38 (3) ◽

pp. 179-184 ◽

Cited By ~ 1

Author(s):

Emily A. B. Lacey ◽

Billy T. Ogletree ◽

Tracie Rice ◽

Amy Rose

Keyword(s):

Intellectual Disability ◽

Intellectual Disabilities ◽

Treatment Option ◽

Functional Communication Training ◽

Communication Training ◽

Special Population ◽

Functional Communication ◽

Severe Intellectual Disability ◽

Severe Intellectual Disabilities ◽

Clinical Illustration

This brief clinical exchange article supports the use of milieu training (MT) as a communication treatment option for adults with severe intellectual disabilities (SID). It examines aspects of MT that appear well matched to the communication and other abilities of adults with SID. It also provides an argument that MT is not unlike functional communication training (FCT), an intervention frequently and successfully used with adults with SID. In addition, Developing Communicative Interactions (DCI), one little-known framework that advocates for MT use with this population, is briefly introduced. Finally, a clinical example is provided that illustrates the application of MT with one adult with SID. The article concludes with comments for clinicians charged with communication treatment for this special population.

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Jak dzieci/młodzież z głębszą niepełnosprawnością intelektualną kodują formacje słowotwórcze (na przykładzie kategorii nazw narzędzi)

Interdyscyplinarne Konteksty Pedagogiki Specjalnej ◽

10.14746/ikps.2018.22.13 ◽

2018 ◽

pp. 219-238

Author(s):

RENATA MARCINIAK-FIRADZA

Keyword(s):

Intellectual Disability ◽

Cognitive Development ◽

Children And Adolescents ◽

Word Formation ◽

Linguistic Competence ◽

Linguistic Awareness ◽

Severe Intellectual Disability ◽

Polish Language ◽

Adam Mickiewicz

Renata Marciniak-Firadza, Coding of word formation structures by children/adolescents with deeper intellectual disability (on the example of the category of the tool names), Interdisciplinary Contexts of Special Pedagogy, No. 22, Poznań 2018. Pp. 215–235 Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.22.13 Word formation plays an important role in the child’s linguistic and cognitive development, because the ability to interpret word formation structures and active use of the knowledge of derivation rules are the most important manifestations of linguistic competence at the lexical level. The aim of the article is a linguistic interpretation of selected names of tools obtained from children and adolescents aged 6–19 with diagnosed moderate and severe intellectual disability.. In the article, the author would like to draw attention first of all to the existence of word-formation structures in the linguistic awareness of children / adolescents and to the fact whether newly formed words are created in accordance with word-formation patterns existing inthe Polish language or they diverge from these patterns.

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Children and Adults With Profound Intellectual Disabilities in Poland: Legal Issues and Educational Services

International Journal of Special Education (IJSE) ◽

10.52291/ijse.2020.35.9 ◽

2021 ◽

Vol 35 (2) ◽

Author(s):

Diana Aksamit ◽

John J. Wheeler

Keyword(s):

Intellectual Disability ◽

Intellectual Disabilities ◽

Legal Issues ◽

Educational Services ◽

The Past ◽

Extensive Analysis ◽

Legal Mandates ◽

The Individual ◽

Theoretical Analyses ◽

Structure Of Education

The aim of this paper is to present the reality of education and rehabilitation faced by people with profound intellectual disabilities in Poland; as seen from the perspective of the past, present, and future, with an attempt to identify the determinants of these situations. The paper addresses these matters in a threefold context which includes a description of the specific characteristics of the educational and rehabilitation situations of people with profound intellectual disabilities in Poland, an analysis of the characteristics of diagnosis as well as the structure of the education system, and alternatives for adults with profound disabilities.Researchers conducted an extensive analysis of literature, legal acts and government reports presenting and evaluating the situation of people with profound intellectual disability from childhood to maturity in Poland. The results of this study make it possible to get to know and better understand the situation of the discussed group of people and their carers. Furthermore, the theoretical analyses carried out show that the structure of education offered to people with profound intellectual disabilities in Poland requires change that takes into account the autonomy of the individual and their rights in the context of national and international legal mandates.

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Opportunities for choice in day programs for adults with severe intellectual disabilities

Australasian Journal of Special Education ◽

10.1017/s1030011200022764 ◽

1993 ◽

Vol 17 (1) ◽

pp. 48-56 ◽

Cited By ~ 1

Author(s):

Anthony J. Shaddock ◽

David Zilber ◽

Sally Guggenheimer ◽

Leanne Dowse ◽

Meredith Bennett ◽

...

Keyword(s):

Intellectual Disability ◽

Intellectual Disabilities ◽

Work Setting ◽

Personnel Preparation ◽

Research Personnel ◽

Workplace Interactions ◽

Choice Making ◽

Severe Intellectual Disability ◽

The Impact ◽

Community Access

This paper examines choice-making in work and community access programs by people perceived to have a severe intellectual disability. The results indicate that the quality and quantity of choice-making are restricted in these settings. The impact of factors such as type of work setting, gender, perceived attractiveness and level of ability are investigated. The implications of this study for research, personnel preparation and workplace interactions are explored.

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