Online education of students with mild intellectual disability and autism spectrum disorder during the COVID-19 pandemic in the opinion of teacher

2021 ◽  
Vol LXXXII (5) ◽  
pp. 334-346
Author(s):  
Marzena Buchnat ◽  
Aneta Wojciechowska
Keyword(s):  
Intellectual Disability ◽  
Online Education ◽  
Children And Adolescents ◽  
Cognitive Deficits ◽  
Autism Spectrum ◽  
Mild Intellectual Disability ◽  
Online Questionnaire ◽  
Difficult Situation ◽  
New Material ◽  
Education Of Students

Online education, introduced obligatorily during the COVID-19 pandemic, poses a great challenge for teachers, students and their parents. Children and adolescents with mild intellectual disability or with ASD, that due to their cognitive deficits need appropriate support, are in a particular difficult situation. The aim of the conducted research was to specify the possible problems of online education of students with mild intellectual disability and ASD in their teachers' opinion. The research consisted in answering the questions from an online questionnaire. 114 teachers teaching children and adolescents with mild intellectual disability and 114 teachers teaching children and adolescents with ASD participated in the research. The results show that according to the teachers the biggest problems of students with mild intellectual disability and ASD are: understanding and remembering new material, lack of contact with their peers. Students with ASD are characterized by significantly greater intensity of the occurrence of difficulties in the area of education than people with mild intellectual disability. Difficulties in both groups of examined children and adolescents oblige to appropriately support them in online education and cooperation with their parents.

scholarly journals Online education of students with mild intellectual disability and autism spectrum disorder during the COVID-19 pandemic

2020 ◽  
pp. 149-171
Author(s):  
Marzena Buchnat ◽  
Aneta Wojciechowska
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Distance Learning ◽  
Online Education ◽  
Everyday Life ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Mild Intellectual Disability ◽  
The Everyday ◽  
Education Of Students

The situation of the pandemic of SARS-CoV-2 virus that causes COVID-19 disease is a new and unknown situation for everyone, causing fear and uncertainty. It is also a situation that has led to numerous changes in the everyday life of many people, including students who had to adapt to the new reality of distance education from day to day. The paper concerns with the situation of online education of students with mild intellectual disability and autism spectrum disorder. It is an attempt to indicate the difficulties encountered by this group of students in the situation of distance learning from a perspective of both the student and the teacher. The paper also indicates the issues which should be considered in this education, the way of its adaptation to the possibilities of the discussed group of students, as well as elementswhich are really important in this education.

scholarly journals Comprehensive study of 28 individuals with SIN3A-related disorder underscoring the associated mild cognitive and distinctive facial phenotype

2021 ◽  
Author(s):  
Meena Balasubramanian ◽  
Alexander J. M. Dingemans ◽  
Shadi Albaba ◽  
Ruth Richardson ◽  
Thabo M. Yates ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Protein Function ◽  
Autism Spectrum ◽  
Loss Of Function ◽  
Mild Intellectual Disability ◽  
Related Disorder ◽  
Feeding Difficulties ◽  
Facial Phenotype ◽  
Novel Variants ◽  
Common Behaviour

AbstractWitteveen-Kolk syndrome (OMIM 613406) is a recently defined neurodevelopmental syndrome caused by heterozygous loss-of-function variants in SIN3A. We define the clinical and neurodevelopmental phenotypes related to SIN3A-haploinsufficiency in 28 unreported patients. Patients with SIN3A variants adversely affecting protein function have mild intellectual disability, growth and feeding difficulties. Involvement of a multidisciplinary team including a geneticist, paediatrician and neurologist should be considered in managing these patients. Patients described here were identified through a combination of clinical evaluation and gene matching strategies (GeneMatcher and Decipher). All patients consented to participate in this study. Mean age of this cohort was 8.2 years (17 males, 11 females). Out of 16 patients ≥ 8 years old assessed, eight (50%) had mild intellectual disability (ID), four had moderate ID (22%), and one had severe ID (6%). Four (25%) did not have any cognitive impairment. Other neurological symptoms such as seizures (4/28) and hypotonia (12/28) were common. Behaviour problems were reported in a minority. In patients ≥2 years, three were diagnosed with Autism Spectrum Disorder (ASD) and four with Attention Deficit Hyperactivity Disorder (ADHD). We report 27 novel variants and one previously reported variant. 24 were truncating variants; three were missense variants and one large in-frame gain including exons 10–12.

scholarly journals Intellectual disability in Autism Spectrum Disorder: Investigation of prevalence in an Italian sample of children and adolescents

2016 ◽  
Vol 48 ◽  
pp. 193-201 ◽  
Author(s):  
Valentina Postorino ◽  
Laura Maria Fatta ◽  
Veronica Sanges ◽  
Giulia Giovagnoli ◽  
Lavinia De Peppo ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Children And Adolescents ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Italian Sample

scholarly journals THE EFFECTIVENESS OF USING VIRTUAL LABORATORY WORKSHOPS IN ONLINE EDUCATION OF STUDENTS STUDYING THE DISCIPLINE “INORGANIC CHEMISTRY”

2020 ◽  
Vol 17 (36) ◽  
pp. 934-948
Author(s):  
Maria G RAYISYAN ◽  
Maria Anatolievna BORODINA ◽  
Olga Igorevna DENISOVA ◽  
Yuri Sergeevich BOGACHEV ◽  
Vladimir Dmitriyevich SEKERIN
Keyword(s):  
Inorganic Chemistry ◽  
Distance Learning ◽  
Online Education ◽  
Research Problem ◽  
Educational Process ◽  
Virtual Laboratory ◽  
Virtual Laboratories ◽  
Long Time ◽  
New Material ◽  
Education Of Students

Distance learning has already become a part of the educational process. In this regard, questions appear concerning its organization and the solution of specific problems. They include laboratory workshops, which is an integral part of the educational process in higher education since laboratory works allow students to gain knowledge and acquire skills, which is a prerequisite for the formation of their specialist competence. The problems of obtaining educational information during distance learning can be quite successfully solved. However, the acquisition of experimental skills remains an educational, scientific, and methodological problem that requires a solution. The article defines the peculiarities of using virtual laboratory workshops in the online education of students studying the discipline “Inorganic Chemistry”. The theoretic analysis of the main statements of the research problem was presented in the article. The results of the experimental study have proved that the use of computer modeling and the tools of a virtual laboratory when studying chemistry disciplines increases the educational achievements of the students, regardless of the initial level of knowledge. A prerequisite for the effective acquisition of skills by students is the systematic use of virtual laboratory tools. With the occasional use of virtual laboratory instruments, the skills obtained during the experiment were not learned or were not learned for a long time. The use of virtual laboratories provides independent training for students, increases motivation to master new material. Students focus on the experimental process, not on equipment and tools, as it happens in a real laboratory, which can become both a positive and a negative aspect of acquiring practical skills of future engineers, doctors, and pharmacists.

scholarly journals Course and outcome of comorbid mood disorders in children and adolescents with intellectual disability [IDD]

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S260-S260
Author(s):  
Arul Jayendra Pradeep Velusamy ◽  
Satish Chandra Girimaji ◽  
John Vijay Sagar Kommu
Keyword(s):  
Intellectual Disability ◽  
Children And Adolescents ◽  
Mood Disorders ◽  
Repeated Measures ◽  
Remission Rate ◽  
Affective State ◽  
Autism Spectrum ◽  
Primary Objective ◽  
Functional Improvement ◽  
Dependent Variables

AimsThe primary objective of the study is to assess the clinical course and functional outcome of comorbid mood disorders in children and adolescents with Intellectual Disability [IDD]Method53 children and adolescents with varying levels of severity of IDD presenting with comorbid mood disorders diagnosed using Kiddie Schedule for Affective Disorder and Schizophrenia-DSM-5 version [KSADS] were recruited by convenient sampling with the exclusion of autism spectrum disorders. Vineland Social Maturity Scale [VSMS] is used to quantify the severity of ID. Developmental Behaviour Checklist-Parent [DBC-P] version is used to measure psychopathology, Clinical Global severity of illness [CGI-S] to quantify the clinical improvement, and Developmental Disabilities Children's Global Assessment of Severity [DD-CGAS] to assess functional improvement. Prospective naturalistic follow-up was done with assessment points at baseline, 1, 3- and 6-month timeline.Result40 patients were followed up for 6 months period. Overall significant improvement is observed in the dependent variables like CGI, DDCGAS, and DBC-P from baseline to 3 months and then a plateau of improvement from 3 to 6 months. The diagnostic breakup of mood disorders is mania [N = 19], Depression [N = 12], and mixed affective state [N = 9]. Patients with mania had significant improvement in DBC score [F = 12.69, p < 0.001 in repeated measures ANOVA], DDCGAS [p < 0.001], and CGI score [p < 0.03] with an overall remission rate of 42.10% over 6 months period. Patients with depression had significant improvement in DBC score [F = 15.48, p < 0.001], DDCGAS, and CGI score [p < 0.001] with an overall remission rate of 41.7%. None of the patients with mixed affective states had clinical remission with no significant improvement observed in any of the dependent variables measuring course and outcome.ConclusionComorbid psychiatric disorders in children and adolescents with IDD have a guarded prognosis compared to mood disorders in neurotypical children. Comorbid ADHD and caregiver stress majorly influenced the course and outcome in the current study.

Improving Emotional Competence in Children With Autism Spectrum Disorder and Mild Intellectual Disability in Schools: A Preliminary Treatment Versus Waitlist Study

2019 ◽  
Vol 36 (4) ◽  
pp. 216-232 ◽  
Author(s):  
Belinda Ratcliffe ◽  
Michelle Wong ◽  
David Dossetor ◽  
Susan Hayes
Keyword(s):  
Mental Health ◽  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Social Skills ◽  
Emotional Competence ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Medium Effect ◽  
Mild Intellectual Disability

AbstractThis pilot study evaluated the effectiveness of delivering a new cognitive behavioural intervention package ‘Emotion-Based Social Skills Training (EBSST) for Children with Autism Spectrum Disorder (ASD) and Mild Intellectual Disability (ASD + MID)’ in schools. Fourteen school counsellors nominated 75 children (aged 7–13 years) with ASD + MID to receive 16 sessions of EBSST in groups of 3–8 children in their schools. Parent and teacher pre-post ratings of emotional competence (Emotions Development Questionnaire), social skills (Social Skills Improvement System Rating Scales) and mental health (Developmental Behaviour Checklist) were collected. Forty-three children received 16 sessions of EBSST and 32 children were allocated to the 9-month waitlist control group. Teachers and parents also received six EBSST training sessions in separate groups at school. Significant improvements in parent and teacher ratings of emotional competence were found at posttreatment among children in the EBSST group relative to controls; however, the results were not significant after the Bonferroni adjustment. Small to medium effect sizes were found. No difference in untrained social skills or mental health was observed. This study provides preliminary support for the utility of EBSST in teaching emotional competence skills for children with ASD + MID in schools and provides valuable pilot data for future research.

scholarly journals A 9-year-old-girl with Phelan McDermid Syndrome, who had been diagnosed with an autism spectrum disorder

2016 ◽  
Vol 19 (2) ◽  
pp. 85-90 ◽  
Author(s):  
I Görker ◽  
H Gürkan ◽  
S Demir Ulusal ◽  
E Atlı ◽  
E Ikbal Atlı
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
De Novo ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Comparative Genomic ◽  
Parental Origin ◽  
Mild Intellectual Disability ◽  
First Case

AbstractPhelan McDermid Syndrome (PHMDS) (OMIM #606232), is a contiguous gene disorder resulting from deletion of the distal long arm of chromosome 22. The 22q13.3 deletions and mutations that lead to a loss of a functional copy of SHANK3 (OMIM *606230) cause the syndrome, characterized by moderate to profound intellectual disability, severely delayed or absent speech, hypotonia, and autism spectrum disorder (ASD) or ASD traits. In this study, we present the case of a 9-year-old girl who had earlier been diagnosed with an ASD. Our findings were a clinically mild intellectual disability, rounded face, pointed chin but no autistic findings. We learned that her neuromotor development was delayed and she had neonatal hypotonia in her history. A heterozygous deletion of MLC1, SBF1, MAPK8IP2, ARSA, SHANK3 and ACR genes, located on 22q13.33, was defined by multiplex ligation-dependent probe amplification (MLPA). Deletion of 22q13.3 (ARSA) region was confirmed by a fluorescent in situ hybridization (FISH) technique. The 22q13.3 deletion was found to be de novo in our patient, and she was diagnosed with PHMDS. We confirmed the 22q13.3 deletion and also determined a gain of 8p23.3-23.2 by array comparative genomic hybridization (aCGH). Fluorescent in situ hybridization was performed to determine whether the deletion was of parental origin and to identify regions of chromosomes where the extra 8p may have been located. The parents were found to be normal. The extra copy of 8p was observed on 22q in the patient. She is the first case reported in association with the 22q deletion of 8p duplications in the literature.

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