scholarly journals Intellectual disability in higher education: Self-perceived training needs of university teachers

2021 ◽  
Vol 20 (1) ◽  
pp. 1-15
Author(s):  
Miguel Corbí ◽  
Monica Tombolato ◽  
Lidia Bueno-Sánchez ◽  
Katrien Hermans ◽  
Antonella Valenti ◽  
...  
Keyword(s):  
Higher Education ◽  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Teaching Experience ◽  
Training Needs ◽  
University Teaching ◽  
Teaching Staff ◽  
Specific Training ◽  
Persons With Disabilities ◽  
People With Intellectual Disabilities

Introduction. The inclusion of students with disabilities in higher education is a fundamental right recognised by the legal system since its recognition in the United Nations Convention on the Rights of Persons with Disabilities. However, the measures adopted by European countries to promote their incorporation are not always accompanied by parallel training actions that provide university professors with the necessary knowledge to incorporate people with intellectual disabilities into the classroom with the same guarantees and opportunities as people without intellectual disabilities. Objective. This paper aims to provide specific data on the self-perceived training needs of university teaching staff and thus lay the foundations for a specific training programme. Methods. A cross-sectional study was carried out by means of a survey designed to collect the teachers' perceptions of their own competences and the effectiveness of their knowledge, as well as the importance they attached to some aspects of intellectual disability. The survey was administered to teachers in Serbia, the Netherlands, Portugal, Italy and Spain, with a total sample of 1009 teachers. Results. The results obtained showed that the perception of self-perceived competence in educational skills is dependent on three main factors: previous specific training, teaching experience with people with intellectual disabilities and own personal experiences. Conclusion. The present study demonstrated the concern and need of the teaching staff to obtain specific training on people with intellectual disabilities in higher education.

Intellectual Disability in the Twentieth Century

2019 ◽  
Keyword(s):  
Twentieth Century ◽  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Life Stories ◽  
Policy And Practice ◽  
Persons With Disabilities ◽  
People With Intellectual Disabilities

This book provides a transnational perspective on intellectual disability in the twentieth century with contributions from distinguished authors in 14 countries across 5 continents. Each chapter outlines policies and practice from the featured nation. Life stories illustrate their impact on people with intellectual disabilities and their families. The book brings together accounts of how intellectual disability was viewed, managed and experienced in countries across the globe. It examines the origins and nature of contemporary attitudes, policy and practice; and sheds light on the challenges of implementing the UN Convention on the Rights of Persons with Disabilities (UNCPRD).

scholarly journals СТАВОВИ МАТУРАНАТА ПРЕМА СОЦИЈАЛНОЈ ИНТЕГРАЦИЈИ ОСОБА СА ИНТЕЛЕКТУАЛНОМ ОМЕТЕНОШЋУ

TEME ◽  
2018 ◽  
pp. 017
Author(s):  
Марија Мирослав Цвијетић
Keyword(s):  
High School ◽  
Intellectual Disability ◽  
Social Integration ◽  
Intellectual Disabilities ◽  
High School Graduates ◽  
Close Contact ◽  
People With Disabilities ◽  
Previous Experience ◽  
Persons With Disabilities ◽  
People With Intellectual Disabilities

The aim of this study was to determine the direction and intensity of high school graduates’ attitudes towards social integration of persons with intellectual disability and examine correlation between certain characteristics of the subjects and their attitudes. The sample consisted of 95 high school graduates from ˮDušan Vasiljevˮ secondary school in Kikinda. The direction and intensity of attitudes was examined by the Community Living Attitudes Scale – Mental Retardation Form (CLAS-MR; Henry, Keys, Jopp, & Balcazar, 1996), while the data related to race, gender, previous experience of contact with people with disabilities and interests of career dealing with this population were obtained through the questionnaire for testing socio-demographic variables constructed for this survey.The results showed that the attitudes of graduates towards social integration of people with intellectual disability are positive on the scale in general, and three of the four domains of the applied instrument. Our respondents expressed a positive attitude towards the empowerment of these people, their involvement in the community's activities and experiencing these people to themselves. The respondents expressed a negative attitude through the perceived need of people with intellectual disabilities to be placed in protected living and working conditions, beyond the wider community. Connection between the attitudes to gender, previous experience of contact, close contact with people with disabilities and interest for professional work with persons with disabilities was not established.Bearing in mind the presumption about the influence of attitudes towards the behavior of a particular social group, the knowledge of attitudes and their determinants in young people towards this population, on the threshold of their entry into adulthood, can provide useful guidance for planning and implementing practical procedures with the aim of a higher quality integration of people with intellectual disabilities into the community in the future.

How Persons with Intellectual Disabilities Are Fighting for Decision-Making Rights

2022 ◽  
Vol 121 (831) ◽  
pp. 30-35
Author(s):  
Chester A. Finn ◽  
Matthew S. Smith ◽  
Michael Ashley Stein
Keyword(s):  
Decision Making ◽  
Intellectual Disability ◽  
United Nations ◽  
Intellectual Disabilities ◽  
Legal Capacity ◽  
Disability Rights ◽  
Persons With Disabilities ◽  
New Approach ◽  
The United Nations

Paternalistic attitudes about what is in the interests of a person with an intellectual disability have long led to abuses, and are embedded in the guardianship laws still in place in most countries. Self-advocates, who identify as people with intellectual or other disabilities and are committed to demanding their rights and educating others about them, are calling for a new approach. They have found support for reforms in the Convention on the Rights of Persons with Disabilities, adopted by the United Nations in 2006 and since acceded to by 182 countries. By supporting the fundamental right of those with disabilities to make decisions, it has enabled disability rights advocates to successfully challenge legal capacity restrictions and push for “supported decision-making.”

Coping With Criticism and Praise

2015 ◽  
Vol 120 (3) ◽  
pp. 258-268 ◽  
Author(s):  
Lynn Esdale ◽  
Andrew Jahoda ◽  
Carol Pert
Keyword(s):  
Intellectual Disability ◽  
Positive Affect ◽  
Intellectual Disabilities ◽  
The Self ◽  
Self Perceptions ◽  
Stigma And Discrimination ◽  
People With Intellectual Disabilities ◽  
Study Participants

AbstractThrough experiencing stigma and discrimination, people with intellectual disability may become more sensitive to criticism from others and be less likely to believe praise. This study compared how people with and without intellectual disability viewed praise and criticism, using a vignette task developed for the study. Participants were asked to imagine someone saying something praiseworthy or critical and were then asked about their emotions, beliefs, and thoughts. People with intellectual disability were more likely to believe and be distressed by criticism. Contrary to predictions, this group were also more likely to believe praise and experience positive affect. The results suggest that the self-perceptions of people with intellectual disabilities is more dynamic and reliant on the views of others.

scholarly journals Evaluating the performance of teaching staff members, a step towards teaching performance development of higher education in Sebha University

2021 ◽  
Vol 20 (3) ◽  
pp. 21-26
Author(s):  
Zamzam Amhimmid Mare
Keyword(s):  
Higher Education ◽  
Faculty Members ◽  
University Teaching ◽  
Analytic Description ◽  
Teaching Staff ◽  
Teaching Performance ◽  
Staff Members ◽  
Performance Development ◽  
The University

This study aims to show the importance of evaluating the teaching performance level of the University teaching members. It also aims to provide the suggested mechanisms for evaluating the teaching performance of the teaching staff members of Sebha University. This study was based mainly on documents and analytic description to collect information about the importance and ways of evaluating teachers with reference to some of the international experiences on teaching performance development. This study concluded that the absence of an experienced entity that would develop the teaching performance of faculty members is one of the main reasons for the weak teaching performance at Sebha University. Based on the results of the study, it is recommended that there should be a planned system based on measured standards and criteria for evaluating staff members to improve the quality of teaching in the higher education domain. 

scholarly journals SPECIFICS OF THE CRISIS OF ADOLESCENCE PERSONS WITH DISABILITIES OF INTELLECTUAL DEVELOPMENT

2021 ◽  
Vol 1 (13) ◽  
pp. 30-38
Author(s):  
Olha A. Vovchenko
Keyword(s):  
Intellectual Disabilities ◽  
Intellectual Development ◽  
Interpersonal Relations ◽  
Psychological Testing ◽  
The Elderly ◽  
Emotional Awareness ◽  
Testing Procedure ◽  
Persons With Disabilities ◽  
Self Image ◽  
People With Intellectual Disabilities

The article outlines the psychological features of the age period, which is determined by the scientific category as an “adolescent crisis”. The problem of the adolescent crisis has been revealed in people with intellectual disabilities. The importance and relevance of the study is revealed first, due to the difficulties of adolescence: its dynamism, ambiguity, lack of emotional stability of the individual; secondly, due to the specifics of personality formation with intellectual disabilities; thirdly, the need to further develop effective psychological support for adolescents with intellectual disabilities. The aim of the article was to study and experimentally test the specifics of the emotional crisis of adolescence in people with intellectual disabilities. The purpose was provided by solving the following tasks: stating the peculiarities of the adolescent crisis in people with intellectual disabilities; determining the state of formation of “I-concept” and “self-image” of adolescents with intellectual disabilities; establishing the specifics of behavioral reactions and interaction of the adolescent with others (peers, the elderly) in conditions of experiencing an age crisis. Moreover, the author conducted a psychological testing procedure to study the peculiarities of the formation of the personality of a teenager with intellectual disabilities during the age crisis (adolescent crisis). M. Kuhn’s psychological testing method “Who am I?”, T. Leary’s method of diagnostics of interpersonal relations were used; conversations, observations. The purpose of using these techniques was to determine the self-image, self-presentation, self-perception and self-esteem of adolescents with intellectual disabilities. According to the results of the study, it was found that adolescents with intellectual disabilities have a process of self-knowledge and understanding of their own “I”, internal mental acts and states are underdeveloped or absent. This complicates the process of experiencing an adolescent’s crisis. As evidenced by the low level of recognition and differentiation of emotions, emotional awareness, management of their own emotions. Also critical are difficulties with the adequate expression of emotions in accordance with the situation that determines them, in particular with the manifestation and control of anger, rage, aggression and other. The further directions of research of formation of the person with infringements of intellectual development in adolescent age are outlined.

scholarly journals Workshops for subject-specific teachers’ training: A case study for teaching cancer biology

2018 ◽  
Vol 11 (2) ◽  
Author(s):  
Lauren Pecorino ◽  
Richard Grose ◽  
Pinar Uysal-Onganer
Keyword(s):  
Higher Education ◽  
Cancer Biology ◽  
Good Practice ◽  
Deep Understanding ◽  
Teaching Experience ◽  
University Teaching ◽  
Subject Specific ◽  
Critical Components ◽  
The Uk ◽  
Teachers Training

Teachers’ training in higher education institutions widely serves general purposes. However, recent dialogues and research highlight the importance of teachers’ deep understanding of the material being taught and the ways students think about the content as critical components of great teaching. We explored the novelty of providing a one-day workshop entitled, ‘Effective strategies for teaching cancer biology’. The Biochemical Society supported the event and marketed it throughout the UK – not with any targeted level of university teaching experience and attendees therefore ranged from those who had never taught to those at the level of Senior Fellow of the Higher Education Academy. The day included various short talks, the sharing of good practice and the opportunity to experience a demonstration lesson as a student. Twelve out of thirteen who provided feedback had not received previous subject-specific teacher-training. Half of the attendees gave feedback with the highest score out of five, having found the event ‘very valuable’. This experience suggests that subject-specific training may be beneficial and applicable to other subject areas.

Intellectual Disability, Identity, and the Internet

2013 ◽  
pp. 198-223
Author(s):  
Darren D. Chadwick ◽  
Chris Fullwood ◽  
Caroline J. Wesson
Keyword(s):  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Internet Use ◽  
Computer Mediated Communication ◽  
The Internet ◽  
Mediated Communication ◽  
Disability Identity ◽  
Computer Mediated ◽  
Online Behaviour ◽  
People With Intellectual Disabilities

This chapter provides insight into the nature of online engagement by people with intellectual disabilities, the extent and quality of this engagement in terms of the access that people have, and how people with intellectual disabilities present themselves in the online world. The authors of this chapter provide an overview of the extant literature on intellectual disability, identity, and the Internet. The chapter begins by outlining issues around Internet use and access by people with intellectual disabilities, including potential barriers. It then moves on to address online behaviour and the potential benefits of Internet use for people with intellectual disabilities. The chief focus of the chapter follows, describing the manner in which computer mediated communication affects how people with intellectual disabilities present themselves in the online world as well as considering the role that family members and supporters play in the development and management of people’s online identities. Finally, the chapter introduces future directions for research into intellectual disability, identity, and the Internet.

Intellectual Disability, Identity, and the Internet

2013 ◽  
pp. 229-254 ◽  
Author(s):  
Darren D. Chadwick ◽  
Chris Fullwood ◽  
Caroline J. Wesson
Keyword(s):  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Internet Use ◽  
Computer Mediated Communication ◽  
The Internet ◽  
Mediated Communication ◽  
Disability Identity ◽  
Computer Mediated ◽  
Online Behaviour ◽  
People With Intellectual Disabilities

This chapter provides insight into the nature of online engagement by people with intellectual disabilities, the extent and quality of this engagement in terms of the access that people have, and how people with intellectual disabilities present themselves in the online world. The authors of this chapter provide an overview of the extant literature on intellectual disability, identity, and the Internet. The chapter begins by outlining issues around Internet use and access by people with intellectual disabilities, including potential barriers. It then moves on to address online behaviour and the potential benefits of Internet use for people with intellectual disabilities. The chief focus of the chapter follows, describing the manner in which computer mediated communication affects how people with intellectual disabilities present themselves in the online world as well as considering the role that family members and supporters play in the development and management of people’s online identities. Finally, the chapter introduces future directions for research into intellectual disability, identity, and the Internet.

Recent Trends and Issues in Vocational Rehabilitation of People with ID

2016 ◽  
pp. 283-309
Author(s):  
Bijoy Kumar Dehuri ◽  
Bhavna Mukund
Keyword(s):  
Intellectual Disability ◽  
Vocational Rehabilitation ◽  
Supported Employment ◽  
Well Being ◽  
Rehabilitation Services ◽  
Persons With Disabilities ◽  
Integrated Employment ◽  
Recent Trends ◽  
People With Intellectual Disabilities ◽  
United Nations Convention

Employment has many advantages for people. Besides earning an income, work provides opportunities for social interaction, a means of structuring and occupying time, enjoyable activity and involvement, and a sense of personal achievement. Work is considered therapeutic and essential for both the physiological survival and psychological well-being of people in contemporary societies and hence it's importance in people with intellectual disability. The rights of people with disabilities have been given new attention with the entry into force of the United Nations Convention on the Rights of Persons with Disabilities (CRPD) in May 2008. The various policies, issues and trends in vocational rehabilitation of people with intellectual disabilities in existence in different countries need to be examined along with different models in existence to develop appropriate executable models whereby such rehabilitation services could be made available early in life to such individuals and after training they could be provided with supported employment or integrated employment as the case may be.

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