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Allington-Smith, Pru. "Mental health of children with learning disabilities†." Advances in Psychiatric Treatment 12, no. 2 (March 2006): 130–38. http://dx.doi.org/10.1192/apt.12.2.130.
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Children and adolescents with learning disabilities have high rates of mental health problems and behavioural difficulties. Comorbid disorders such as epilepsy, autism and attention-deficit hyperactivity disorder are common. Despite this, many areas in the UK are failing to provide a psychiatric service for these young people and their families. The children suffer as a result and may have to move away from home unnecessarily, at enormous emotional and financial cost. Each area should have a specialised multidisciplinary health team working closely with colleagues from education and social services to assist these complex children and give them the best chance to fulfil their potential.
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Sadovski, Marina. "SOCIAL ADAPTATION OF PEOPLE WITH DISABILITIES." CBU International Conference Proceedings 2 (June 30, 2014): 283–87. http://dx.doi.org/10.12955/cbup.v2.486.
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The article discusses the idea that children with movement disorders have great potential for motor and mental development. The experiment consists of two stages. In the first stage of the experiment, the characteristics of disability in children and adolescents (between age 12 and 16) with Infantile Cerebral Palsy are determined. During this stage, two diagnostic methods, bodily “Me” and “The Color-A-Person Body Dissatisfaction Test,” are used.In the second phase of the research program, social pedagogical aids for people with disabilities have been developed. On the basis of the experimental work, the obtained social pedagogical insights have been successfully implemented in the social adaption of disabled children.It is determined that this method is promising to help adults and children with mobility impairment to enhance their mental well-being, attain a positive body image, express their feelings freely, interact socially using a motor component, and above all—enjoy the movements. This method can ensure the effectiveness of social adaptation of persons with disabilities.
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Kupriyanova, I. E., B. A. Dashieva, and I. S. Karaush. "Mental health of disabled children: a preventive aspect." Bulletin of Siberian Medicine 18, no. 4 (January 14, 2020): 72–84. http://dx.doi.org/10.20538/1682-0363-2019-4-72-84.
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The aim is to identify the priority directions for preventing mental disorders in disabled children following a comprehensive analysis of clinical, social, psychological, ethnic and cultural characteristics over 2009– 2017. Materials and methods. 2,204 people were included in the study: disabled children, students of remedial schools aged 7–18 years old (n = 834); parents of disabled children (n = 772); teachers working in various educational facilities (n = 217); respondents of the survey identifying people’s attitude towards children with disabilities (schoolchildren, students, adults, n = 381). Clinical, psychological and statistical methods were used in the study. To identify depression and anxiety in children, Children’s Depression Inventory (CDI), Childhood Myositis Assessment Scale (CMAS), PedsQL inventory, survey on coping strategies (E. Heim) and adapted questionnaires for suicidal risk and alexithymia were used. For adult participants, the Quality of Life Scale, Hamilton Anxiety Rating Scale, Hospital Anxiety and Depression Scale (HADS), and a questionnaire identifying the attitude towards children with disabilities were applied.Results. A high prevalence of mental disorders in children with disabilities (62.7–95.2%) was identified, and the levels of anxiety, suicidal risk, alexithymia were determined. Children’s families were characterized by impaired structure (50%), parenting styles resulting in pathologies (71.5%), low income level (60%), low qualifications of parents and unemployment (13%), alcohol abuse (17.6%), victimized attitudes and low satisfaction with the psychological criteria of quality of life, combined with low level of anxiety. For teachers, the levels of anxiety and depression and signs of burnout were revealed, and the features of their interaction with disabled children in the educational process were described. The attitude of different social groups to children with disabilities was studied. The methodological conditions for carrying out research and organizing medical and psychological care were formulated.Conclusion. Prevention of mental disorders in disabled children includes identification of early signs of anxiety, depression, suicidal risk and assessment of the quality of life and work. This is ensured by a reasonable choice of research methods, psychosocial rehabilitation with involvement of beloved people, and increase in the tolerance level towards children with disabilities in the society.
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Novrianda, Dwi, Hermalinda Hermalinda, and Deswita Deswita. "EDUKASI SEKSUALITAS/REPRODUKSI ANAK PENYANDANG DISABILITAS PADA PEGAWAI PANTI SOSIAL MENUJU PROFESIONALITAS PELAYANAN." NERS Jurnal Keperawatan 12, no. 2 (October 1, 2016): 166. http://dx.doi.org/10.25077/njk.12.2.166-173.2016.
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AbstractSocial Institution Bina Grahita Harapan Ibu (PSBGHI) is the only social institution in West Sumatra Province who provide social services and rehabilitation for people with mental disabilities. Persons with disabilities who are in the shelter are from various districts / cities in West Sumatra which amounted to 100 people. This orphanage is located in Kalumbuk, Padang City with an area of 5,007 m2. Since the implementation of regional autonomy, PSBGHI employees totaling 44 people either civil servants and honorarium received minimally training, seminars, even a refresher material. Partners in this IbM classified into 2 groups: 1) group of civil power as many as 24 people, with educational background is not a disability, and 2) a group of honorary staff of 20 people. Problems formulated partners namely the lack of knowledge about reproduction and sexuality in the development of persons with disabilities, reproductive problems / sexuality of persons with disabilities, and to tackle the problem. Results showed an increase understanding of sexuality and handling of sexuality problems encountered in children with disabilities. Therefore, the provision of material and playback video in the form of seminar is one alternative that can be given.Keywords : disability, seminars, PSBGHIAbstrakPanti Sosial Bina Grahita Harapan Ibu (PSBGHI) merupakan satu-satunya panti sosial di Propinsi Sumatera Barat yang memberikan pelayanan dan rehabilitasi sosial bagi penyandang cacat mental (disabilitas). Penyandang disabilitas yang terdapat di panti ini berasal dari berbagai kabupaten/kota di Propinsi Sumatera Barat yang berjumlah 100 orang. Panti ini berlokasi di Kalumbuk, Kota Padang dengan luas area 5.007 m2. Semenjak pemberlakuan otonomi daerah, pegawai PSBGHI yang berjumlah 44 orang baik PNs maupun honor sangat minim sekali memperoleh pelatihan, seminar, bahkan penyegaran materi. Mitra pada IbM ini diklasifikasikan atas 2 kelompok yaitu 1) kelompok tenaga PNS sebanyak 24 orang, dengan latar pendidikan bukan disabilitas, dan 2) kelompok tenaga honorer sebanyak 20 orang. Permasalahan mitra yang dirumuskan yaitu minimnya wawasan tentang perkembangan reproduksi dan seksualitas pada penyandang disabilitas, permasalahan reproduksi/seksualitas penyandang disabilitas, dan penanganan permasalahannya. Hasil menunjukkan terjadi peningkatan pemahaman tentang perkembangan seksualitas dan upaya penanganan permasalahan yang ditemui pada anak penyandang disabilitas. Oleh karena itu pemberian materi dan pemutaran video dalam bentuk seminar merupakan salah satu alternatif yang dapat diberikan.Kata kunci : disabilitas, seminar, PSBGHI
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Perera, Bhathika, and Ken Courtenay. "Mental health services for people with intellectual disability in the United Kingdom." Advances in Mental Health and Intellectual Disabilities 12, no. 3/4 (July 2, 2018): 91–98. http://dx.doi.org/10.1108/amhid-03-2018-0017.
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Purpose Services for people with intellectual disabilities in the UK have evolved over the years from hospital-based care to more community provision. There are multiple reasons for these changes, however, often it was due to changes in social policy or following a scandal in provision. The paper aims to discuss these issues. Design/methodology/approach Providing services to meet the health and social care needs of people with intellectual disabilities is well-established in the four countries of the UK with support from legislation. There are often specialist mental health and social care teams. Dedicated professionals work with people with intellectual disabilities who experience mental health problems with a focus on support in the community. A range of services for children and adults and for offenders exist across the UK that often vary in composition and structure. Findings The challenges in providing mental health services for children and adults with intellectual disabilities in the future include recruitment and training of the workforce with the remit of enhancing community support and reduced in-patient care. Practical implications This paper helps the reader to understand how ID mental health services are organised in the UK. Originality/value This paper gives a summary of the ID mental health services in the UK. Even though there are various papers looking at different aspects of mental health services for people with ID in the UK, this paper brings all that information together to help reader get a better understanding of the mental health services for people with ID.
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Allington‐Smith, Pru. "Mental Health Needs of Children and Young People with Learning Disabilities." Advances in Mental Health and Intellectual Disabilities 7, no. 2 (March 2013): 124. http://dx.doi.org/10.1108/20441281311310225.
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Dunn, Kirsty, Ewelina Rydzewska, Michael Fleming, and Sally-Ann Cooper. "Prevalence of mental health conditions, sensory impairments and physical disability in people with co-occurring intellectual disabilities and autism compared with other people: a cross-sectional total population study in Scotland." BMJ Open 10, no. 4 (April 2020): e035280. http://dx.doi.org/10.1136/bmjopen-2019-035280.
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ObjectivesTo investigate prevalence of mental health conditions, sensory impairments and physical disability in children, adults and older adults with co-occurring intellectual disabilities and autism, given its frequent co-occurrence, compared with the general population.DesignWhole country cohort study.SettingGeneral community.Participants5709 people with co-occurring intellectual disabilities and autism, compared with 5 289 694 other people.Outcome measuresRates and ORs with 95% CIs for mental health conditions, visual impairment, hearing impairment and physical disability in people with co-occurring intellectual disabilities and autism compared with other people, adjusted for age, sex and interaction between age and co-occurring intellectual disabilities and autism.ResultsAll four long-term conditions were markedly more common in children, adults and older adults with co-occurring intellectual disabilities and autism compared with other people. For mental health, OR=130.8 (95% CI 117.1 to 146.1); visual impairment OR=65.9 (95% CI 58.7 to 73.9); hearing impairment OR=22.0 (95% CI 19.2 to 25.2); and physical disability OR=157.5 (95% CI 144.6 to 171.7). These ratios are also greater than previously reported for people witheitherintellectual disabilitiesorautism rather than co-occurring intellectual disabilities and autism.ConclusionsWe have quantified the more than double disadvantage for people with co-occurring intellectual disabilities and autism, in terms of additional long-term health conditions. This may well impact on quality of life. It raises challenges for staff working with these people in view of additional complexity in assessments, diagnoses and interventions of additional health conditions, as sensory impairments and mental health conditions in particular, compound with the persons pre-existing communication and cognitive problems in this context. Planning is important, with staff being trained, equipped, resourced and prepared to address the challenge of working for people with these conditions.
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Fitriyati, Yusida, and Muhammad Zuhdi. "RIGHTS AND OBLIGATIONS OF THE GUARDIANS TO THE INHERITANCE OF MENTAL DISABLED CHILDREN." Nurani: Jurnal Kajian Syari'ah dan Masyarakat 20, no. 2 (December 31, 2020): 179–86. http://dx.doi.org/10.19109/nurani.v20i2.6635.
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The law protects the interests of individuals under all circumstances, including children with mental disabilities in term of incapacity due to legal incompetence. Law Number 8 of 2016 concerning Persons with Disabilities. Article 5 states that the Unitary State of the Republic of Indonesia guarantees the survival of every citizen, including persons with disabilities, in this case persons with disabilities who are Muslims have a legal position and have the same human rights as Indonesian citizens and as an inseparable part of the Indonesian citizens and society. is a mandate and a gift from God Almighty, to live progressively and develop fairly and with dignity including obtaining justice and legal protection. Therefore, as a legal subject, people with mental disabilities are represented by their guardians in all their life activities. It is included in the control of the use of inheritance that is obtained. For this reason, this paper is made with a focus on the study of how the rights and obligations of guardians to the inheritance of mentally disabled children in Indonesia and global cultural relativism?
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Courtenay, K. "Treating ADHD in people with intellectual disabilities." European Psychiatry 33, S1 (March 2016): S538. http://dx.doi.org/10.1016/j.eurpsy.2016.01.1989.
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ObjectivesAttention Deficit Hyperactivity Disorder (ADHD) is more prevalent in people with intellectual disabilities (ID). Drug therapy is the primary treatment for ADHD targeting the core signs of inattention, impulsivity, and hyperactivity (NICE 2013). Knowledge on ADHD has been gleaned from studies in children and children with ID. People with ID have comorbid disorders for example, autism and epilepsy that can complicate the management of ADHD. Knowledge of the effects of treatment is essential in managing ADHD in people with ID. The current evidence on the application of drug therapy for ADHD in ID is described.MethodA literature review of publications in English language was undertaken.ResultsUsing medication to treat ADHD is effective in treating the signs of ADHD in people with ID. The response rates in ID to drug therapy for ADHD approximates to 55% that is lower than in the general population. People with ID experience more side effects from medication that can lead to withdrawal from treatment. Guidelines exist internationally on the appropriate prescribing of medication. Methylphenidate, a psycho-stimulant drug is the drug of first choice. Atomxetine, a non-stimulant drug, is effective in people with ID.ConclusionsADHD in people with ID is treatable but clinicians need to be knowledgeable and skilled in managing the disorder in people with ID. Newer drugs could offer more because of their different profile of more tolerable side effects.Disclosure of interestThe author has not supplied his/her declaration of competing interest.
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Henderson, Angela, Deborah Kinnear, Michael Fleming, Bethany Stanley, Nicola Greenlaw, Genevieve Young-Southward, Jill P. Pell, and Sally-Ann Cooper. "Antipsychotic and antidepressant prescribing for 704 297 children and young people with and without intellectual disabilities: record linkage study." British Journal of Psychiatry 218, no. 1 (December 28, 2020): 58–62. http://dx.doi.org/10.1192/bjp.2020.232.
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BackgroundPsychotropics are overprescribed for adults with intellectual disabilities; there are few studies in children and young people.AimsTo investigate antipsychotic and antidepressant prescribing in children and young people with and without intellectual disabilities, and prescribing trends.MethodScotland's annual Pupil Census, which identifies pupils with and without intellectual disabilities, was record-linked to the Prescribing Information System. Antidepressant and antipsychotic data were extracted. Logistic regression was used to analyse prescribing between 2010 and 2013.ResultsOf the 704 297 pupils, 16 142 (2.29%) had a record of intellectual disabilities. Antipsychotic and antidepressant use increased over time, and was higher in older pupils; antipsychotic use was higher in boys, and antidepressant use was higher in girls. Overall, antipsychotics were prescribed to 281 (1.74%) pupils with intellectual disabilities and 802 (0.12%) without (adjusted odds ratio 16.85, 95% CI 15.29–18.56). The higher use among those with intellectual disabilities fell each year (adjusted odds ratio 20.19 in 2010 v. 14.24 in 2013). Overall, 191 (1.18%) pupils with intellectual disabilities and 4561 (0.66%) without were prescribed antidepressants (adjusted odds ratio 2.28, 95% CI 2.03–2.56). The difference decreased each year (adjusted odds ratio 3.10 in 2010 v. 2.02 in 2013).ConclusionsSignificantly more pupils with intellectual disabilities are prescribed antipsychotics and antidepressants than are other pupils. Prescribing overall increased over time, but less so for pupils with intellectual disabilities; either they are not receiving the same treatment advances as other pupils, or possible overprescribing in the past is changing. More longitudinal data are required.
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Toquero, Cathy Mae Dabi. "Inclusion of People with Disabilities amid COVID-19: Laws, Interventions, Recommendations." Multidisciplinary Journal of Educational Research 10, no. 2 (June 15, 2020): 158. http://dx.doi.org/10.17583/remie.2020.5877.
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The COVID-19 pandemic has presented an ongoing challenge especially for those people and children with special needs and disabilities as their voices are unheard in normal times and this unfortunate situation is heightened during this emergency. Government policies during the pandemic necessitate inclusion for people with disabilities who also have their global rights for no one should be left behind in this crisis. This article examines the laws of the Philippine Government on the provision for the inclusive special education and rights of the said learners, highlights the possible educational interventions to supplement their learning amid the pandemic and offers recommendations for the emergency preparedness legislative policies and services to be responsive to the educational, socio-emotional, and mental health needs of the students with disabilities amid the pandemic. Future research should examine the experiences of the children with disabilities in using digital media during the pandemic period and evaluate the effectiveness of assistive technologies to meet the learning needs of people with disabilities.
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Thoresen, Stian H., Angela Fielding, Sue Gillieatt, Barbara Blundell, and Liem Nguyen. "A snapshot of intellectual disabilities in Lao PDR: Challenges for the development of services." Journal of Intellectual Disabilities 21, no. 3 (August 16, 2017): 203–19. http://dx.doi.org/10.1177/1744629517704535.
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Lao People’s Democratic Republic (PDR) has experienced significant economic growth in the last two decades. While access to education, health, and employment for people with disabilities has also improved markedly, people with intellectual disabilities are still among the most vulnerable in society. This article presents findings from a screening survey of 2469 participants, a focus group discussion with key stakeholders in intellectual disabilities, and a case study of the Association for Autism. The screening survey suggests 1.9% of working age participants (18–59) and 0.7% of children (6–17) have intellectual disabilities. The qualitative data illustrate poor understanding and stigmatization of people with intellectual disabilities, lack of services, and development of a parent association to improve the life prospects for children with autism and intellectual disabilities. People with intellectual disabilities in Lao PDR remain particularly vulnerable. Parents and other disability advocates are raising awareness and demonstrating the effectiveness of specialized services.
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Moyi, Peter. "School participation for children with disabilities in Kenya." Research in Comparative and International Education 12, no. 4 (November 20, 2017): 497–511. http://dx.doi.org/10.1177/1745499917740654.
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In Kenya, policies to increase access to quality education have largely focused on reducing rural/urban, gender, and income inequality. Yet, many children do not attend or fully participate in school because they have physical and mental disabilities. The goal of this paper is to examine school enrollment, attendance, and primary school completion patterns for children with disabilities in Kenya. The study used the 2007 Kenya National Survey for Persons with Disabilities. The aim of the survey, the first of its kind in Kenya, was to estimate the number of people with disabilities, their regional distribution, and their demographic and socio-economic characteristics. The study finds that children with disabilities face significant obstacles to schooling. Schools are unable to offer services to children with disabilities, hence making it difficult for them to attend school. These children are significantly less likely to enroll in school, attend school, and complete primary school.
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Hughes-McCormack, Laura A., Ewelina Rydzewska, Angela Henderson, Cecilia MacIntyre, Julie Rintoul, and Sally-Ann Cooper. "Prevalence of mental health conditions and relationship with general health in a whole-country population of people with intellectual disabilities compared with the general population." BJPsych Open 3, no. 5 (September 2017): 243–48. http://dx.doi.org/10.1192/bjpo.bp.117.005462.
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BackgroundThere are no previous whole-country studies on mental health and relationships with general health in intellectual disability populations; study results vary.AimsTo determine the prevalence of mental health conditions and relationships with general health in a total population with and without intellectual disabilities.MethodNinety-four per cent completed Scotland's Census 2011. Data on intellectual disabilities, mental health and general health were extracted, and the association between them was investigated.ResultsA total of 26 349/5 295 403 (0.5%) had intellectual disabilities. In total, 12.8% children, 23.4% adults and 27.2% older adults had mental health conditions compared with 0.3, 5.3 and 4.5% of the general population. Intellectual disabilities predicted mental health conditions; odds ratio (OR)=7.1 (95% CI 6.8–7.3). General health was substantially poorer and associated with mental health conditions; fair health OR=1.8 (95% CI 1.7–1.9), bad/very bad health OR=4.2 (95% CI 3.9–4.6).ConclusionsThese large-scale, whole-country study findings are important, given the previously stated lack of confidence in comparative prevalence results, and the need to plan services accordingly.
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Alhassani, Ghanem, and Ossama T. Osman. "Mental health law profile: the United Arab Emirates." BJPsych. International 12, no. 3 (August 2015): 70–72. http://dx.doi.org/10.1192/s2056474000000489.
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There are two federal laws in the UAE from 1981 that are specific to people with mental illnesses and disabilities. Efforts are presently being made to develop other laws addressing the protection of the vulnerable population, including women, children and the elderly. A new updated Mental Health Act is needed to keep in line with the UAE's major leaps achieved in healthcare.
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Dudek, Mieczysław. "BURNOUT OF PARENTS OF CHILDREN WITH DISABILITIES." Probacja 2 (December 16, 2019): 15–36. http://dx.doi.org/10.5604/01.3001.0013.3340.
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This study is the second in a series of articles dealing with the situation of parents of children with disabilities or developmental disorders. The subject of the research are the symptoms of the burnout syndrome in the parents of children with disabilities as examined using the Maslach Burnout Inventory (MBI) questionnaire. With respect to the factors diff erentiating the study’s results, gender, place of residence and the type of disability were taken into account. A total of 315 people participated in the study, 246 mothers and 69 fathers. Six groups of parents were distinguished, based on the type of disability or developmental disorder of their children, i.e.: autism, Asperger syndrome, cerebral palsy, Down syndrome, ADHD and mental retardation.
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Asim qızı Yolçiyeva, Zülfiyyə. "Organization of inclusive physical education classes for persons with disabilities." SCIENTIFIC WORK 67, no. 06 (June 21, 2021): 54–57. http://dx.doi.org/10.36719/2663-4619/67/54-57.
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As we know, there are many fields of pedagogical science. One of the most important areas is special pedagogy. Special pedagogy studies the issues of education and upbringing of children with physical and mental disabilities. People with disabilities are those who are relatively disabled in terms of any part of the body or the brain. In our country, special attention is paid to the education of people with disabilities. Inclusive education creates conditions for the protection of social equality, education and other special needs of children with disabilities. According to the teaching methodology, inclusive education prevents discrimination against children, allows people with various diseases to get a perfect education and succeed. Its main task is to create an environment for vocational training of people with disabilities. In modern times, people with disabilities should not be seen as sick, but as people with disabilities. This shapes the social approach to disability. The social model allows these children to exercise their rights to develop their skills. The purpose of inclusive physical education is to teach students to move together, which promotes the improvement and development of human psychophysical abilities. Different exercises should be chosen for each lesson and combined in such a way as to have a comprehensive effect on the body and ensure that each student can perform. It is necessary to ensure the general requirements and their specificity when arranging lessons. Sports have a great impact on the development of the personality of children with disabilities as normal children. Sport is one of the most important conditions for everyone and is acceptable for any age group. All these procedures are more effective when performed in unison. Let's protect our child's life together for a healthy life and step into a healthy future Key words: Inclusion, inclusive education, inclusive physical education, a person with disabilities, special education
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Afonina, M. A., L. V. Petrova, and E. A. Osipova. "The accessible environment and inclusive leisure park for individuals with disabilities." Autism and Developmental Disorders 15, no. 4 (2017): 61–68. http://dx.doi.org/10.17759/autdd.2017150410.
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At the present time, much attention is paid to the adaptation of the environment to needs of people with disabilities. Comprehensive approach to solve the problems of integration of children and adults with disabilities presupposes the organization of accessible forms of leisure along with many other factors. The issues of organization of the environment and the expansion of leisure opportunities are also resolves by landscape architects. Until now, the tasks of organizing an accessible environment have been partially realized with regard to people with disorders of the musculoskeletal system, hearing and vision. The article reveals the “inclusive park” concept. Also, present paper describes the tasks that the originators set in organizing ofinclusive park for people with disabilities of various categories, along with for people with mental disabilities and with autism spectrum disorders.
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Petersilia, Joan R. "Crime Victims with Developmental Disabilities." Criminal Justice and Behavior 28, no. 6 (December 2001): 655–94. http://dx.doi.org/10.1177/009385480102800601.
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Rates of violence and abuse perpetrated on people with developmental disabilities (e.g., mental retardation, autism) appear significantly higher than for people without these disabilities. Few of these crimes get reported to police, and even fewer are prosecuted because officials hesitate to pursue cases that rely onthe testimony of a personwith a developmental disability. The author offers several conceptual models to explain their differential victimization risk, including routine activities theory, dependency-stress model, cultural stereotyping, and victim-learned compliance. This article summarizes the research evidence on crimes against children and adults with developmental disabilities. It is divided into four sections. The first section describes the nature and extent of crimes against individuals with developmental disabilities. The second reviews the literature onrisk factors associated with their victimization. The third discusses the manner in which justice agencies respond to these crimes. The final section enumerates what research and policy initiatives might address the problem.
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Courtenay, Kenneth, and Samuel Elstner. "Drug therapy in ADHD in people with intellectual disabilities." Advances in Mental Health and Intellectual Disabilities 10, no. 1 (January 4, 2016): 27–35. http://dx.doi.org/10.1108/amhid-06-2015-0032.
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Purpose – Attention disorders in people with intellectual disabilities (ID) is common. Current drug treatments are based on the literature in people without ID. The purpose of this paper is to present a review of the drug treatment of Attention Deficit Hyperactivity Disorder (ADHD) in people with ID in the German and English languages literature with the aim of exploring the current evidence base. Design/methodology/approach – The paper provides a general review of the evidence base on drug treatment of ADHD in people with ID from the German and English language literature. Findings – Studies and practice guidance on ADHD in both languages are similar with more information published in English. Much of the evidence on drug therapy to treat ADHD in people with ID is based on studies in children. The literature on ADHD in children without ID is helpful but not specific to all people with ID who have ADHD. The response rates to medication to treat ADHD in people with ID are lower than in people without ID. The occurrence of side effects from medication is more common in people with ID. Co-morbid disorders are often present in people with ADHD that could affect study findings. Practical implications – Medication used to treat ADHD is effective when treating ADHD in people with ID. Prescribers should be aware of guidelines on medication and their potential drug interactions and side effects. Newer drugs could offer more effective treatments because of fewer adverse effects than current medications. Originality/value – The general review offers an insight in to the literature in German and English on ADHD in ID comparing what is published in both languages.
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Rosyida, Arina, Kiswaluyo Kiswaluyo, and Surartono Dwiatmoko. "Efektivitas Alat Sikat Gigi Otomatis Wall Mounted untuk Disabilitas pada SLB di Jember terhadap Indeks Kebersihan Mulut." Pustaka Kesehatan 8, no. 3 (September 19, 2020): 173. http://dx.doi.org/10.19184/pk.v8i3.11978.
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Disability is a person with disabilities who has physical, mental, intellectual, sensory, and some motor disorders. Disabilities that have motor impairments are blind, mentally retarded, and disabled so they need an automatic wall-mounted toothbrush in cleaning teeth and mouth. A wall-mounted toothbrush is an innovative tool for blind, mentally disabled, and disabled people to be able to brush their teeth independently. The aim is to determine the effectiveness of automatic wall-mounted toothbrushes in children with disabilities, especially in the visually impaired, mentally retarded, and disabled. The study was conducted by pre-experimental method (One Group Pretest-Posttest Design) in SLB disabled people in Jember with 56 people, 17 people with visual impairment, 36 mental retardations, and 3 disabled people. The results of the study carried out a paired sample t-test showed a significance value (p <0.05) in the blind and mentally retarded while the significance value (p> 0.05) in the disabled. The conclusion of the study is that this tool is effective in the blind and mentally retarded but is less effective in the disabled.
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Hops, Emily, Kristen F. Linton, and Heidi Mercado. "Perceptions of Reproductive Rights among Young Adults with Disabilities." Californian Journal of Health Promotion 15, no. 1 (April 1, 2017): 62–66. http://dx.doi.org/10.32398/cjhp.v15i1.1890.
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Background: The perception that people with disabilities are asexual and lack reproductive rights has existed in the United States since the early 1900s. In the early 1900s in the U.S., approximately 42,000 institutionalized people with disabilities were lawfully sexually sterilized as a result of the Eugenics Movement. The state of California was responsible for one-third of all sterilizations during the Movement. Purpose: This study aimed to assess the perceptions of reproductive rights among young adults with disabilities. Methods: Purposive and snowball sampling was used. Twelve semi-structured interviews with eight young adults with various mental health, physical, intellectual/developmental, and learning disabilities were conducted. Results: Participants reported that their ability to have sex and their reproductive rights were commonly questioned by peers and professionals. Some internalized asexual stereotypes and questioned whether they should reproduce due to the potential that they might pass on a disability or burden their children with their own disability. Others confidently reported their desire to bear their own children. Conclusion: The asexuality stereotype of people with disabilities is pervasive and continues to be present in society today. It is important that professionals reflect on their own biases toward the reproductive rights of people with disabilities.
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Baines, Susannah, and Chris Hatton. "What do Joint Strategic Needs Assessments tell us about people with learning disabilities in England?" Tizard Learning Disability Review 20, no. 2 (April 7, 2015): 92–96. http://dx.doi.org/10.1108/tldr-01-2015-0002.
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Purpose – Joint Strategic Needs Assessments (JSNAs) are required for every local authority in England, and should contain information to allow for strategic health and wellbeing planning for the local population, including disabled people. A 2013 analysis of JSNAs showed that JSNAs were not routinely including information on the numbers and health needs of people with learning disabilities, particularly children. The purpose of this paper is to compare the information included in 2013 and 2014 JSNAs. Design/methodology/approach – JSNAs for 141 local authorities in England were sought. Local authorities were contacted when JSNAs were not initially found online. All 137 JSNAs found were analysed for mentions and specific sections concerning people with learning disabilities, and content analysed concerning the specific information they contained. Findings – In total, 72 per cent of JSNAs mentioned people with learning disabilities (vs 82 per cent in 2013); 24 per cent mentioned children (vs 39 per cent in 2013) and 72 per cent mentioned adults (vs 81 per cent in 2013). Overall, 13 per cent of JSNAs included a section on children with learning disabilities (vs 9 per cent in 2013), 65 per cent included a section on adults (vs 48 per cent in 2013) and 11 per cent included a section on older adults (vs 8 per cent in the 2013). More JSNAs contained information on current and projected future populations, health needs, social context and service usage concerning adults with learning disabilities compared to children. There was large regional variation in all these indicators. Originality/value – Further work is needed for JSNAs to contain sufficient information on people with learning disabilities to allow for strategic planning, and for JSNAs to be accessible to the public.
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Zashchirinskaia, Oksana V. "Specificities of Communication in Children with Intellectual Disorders." Journal of Intellectual Disability - Diagnosis and Treatment 8, no. 4 (November 27, 2020): 602–9. http://dx.doi.org/10.6000/2292-2598.2020.08.04.2.
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Objective: The purpose of this work is to study the characteristics of communication in children with intellectual disabilities. Background: The study of the specificities of communication in children with intellectual disabilities has become more and more relevant in the past few years. Method: The methodological basis of this study was the combination of various theoretical methods of cognition. Results: In the process of writing this work, the author studied the techniques of verbal and non-verbal communication. The works of Russian and foreign authors, as well as methods of improving communication in children with intellectual disabilities, were considered. It was found that the impact of intellectual disabilities with mild mental retardation on the cognitive, behavioural and emotional-personal spheres of the communicative process naturally entails the emergence of serious difficulties in establishing contacts with people around, and therefore in the process of social adaptation of the child in general. Conclusion: The practical significance of this work lies in the study of the characteristics of communication in children with intellectual disabilities, which will be useful for psychologists, teachers and medical workers. The study and research of this topic will provide further opportunities for the development of a program of psychological influence to optimise communication for children with intellectual disabilities and their adaptation in society.
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Gobrial, Ereny. "Comorbid mental health disorders in children and young people with intellectual disabilities and autism spectrum disorders." Advances in Mental Health and Intellectual Disabilities 13, no. 5 (August 21, 2019): 173–81. http://dx.doi.org/10.1108/amhid-05-2018-0026.
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Purpose Children and young people with comorbid intellectual disabilities (ID) and autism spectrum disorders (ASD) are more likely to exhibit comorbid mental health disorders (MHD) and other significant behaviours (SB) in addition to the core symptoms of ASD. The purpose of this paper is to identify the prevalence of comorbid MHD and behaviours in children and young people with ID and ASD in Egypt. Design/methodology/approach The Reiss scale for children’s dual diagnosis was administered by parents and teachers of 222 Egyptian children and young people with mild/moderate ID and ASD to screen for MHD and SB. The mean age of children and young people was 12.3 years (SD = 3.64), with 75.6 per cent male. Findings The results revealed that 62.2 per cent of children and young people with ID and ASD had high rates of comorbid MHD and behaviour disorders were shown in 64.4 per cent of the participated children and young people. The results identified anger, anxiety and psychosis being the most frequently diagnosed disorders while crying spells and pica were the most SB. No differences were found between the male and female with ID and ASD in the current study. Research limitations/implications Mental health assessment of children and young people with ID and ASD will help to highlight the needs of these vulnerable children and develop the appropriate services. Originality/value The findings highlight the prevalence of MHD in children and young people with ID and ASD in Egypt. This has implications on the assessment of comorbid disorders and services needed for children with ID and ASD in Egypt.
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Fedotova, Irina, Irina Tamozhnikova, and Arsen Babashev. "Predictors of maladjustment of bodies of children with mental pathology during adaptive physical education classes." SCIENCE AND SPORT: current trends 7, no. 3 (September 2019): 88–93. http://dx.doi.org/10.36028/2308-8826-2019-7-3-88-93.
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The relevance of the study is associated with the prospect of using diagnostic and correctional techniques in the system of comprehensive rehabilitation and socialization of children with disabilities. Objective: to explicate predictors of maladjustment of children with mental pathology during adaptive physical education classes. Materials and methods of research. 52 people with disabilities aged 6-12 (29 boys and 23 girls) took part in the study. We used pedagogical technologies based on traditional (trampolines, benches, gymnastic logs of small height) and non-traditional means of influence (BOSU simulators, balancing boards, hammocks for yoga). A special author's questionnaire was developed to explicate the components of the health status of children with disabilities. Research results and discussion. During the screening, a statistically significant decrease in the frequency of occurrence of the negative adaptation component in the second half of the monitoring was revealed, in comparison with the primary one. The results will provide an opportunity to choose a rehabilitation program that meets the needs of a particular child, and therefore to maximize individualization of the correction process. Conclusion. The author's method of sociological research is an auxiliary controller of the effectiveness of the process of adaptive physical education, which allows making timely adjustments to the content of remedial activities.
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Bakken, Trine Lise, Olav Ose Evensen, Tale Gjertine Bjørgen, Inger Tove Nilsen, Nina Bang, Unni Pedersen, Kim Berge, Karl Elling Ellingsen, Terje Baasland, and Sissel Berge Helverschou. "Mental health services for adolescents and adults with intellectual disabilities in Norway: a descriptive study." Advances in Mental Health and Intellectual Disabilities 12, no. 3/4 (July 2, 2018): 121–34. http://dx.doi.org/10.1108/amhid-03-2018-0012.
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Purpose The purpose of this paper is to present and discuss mental health services for people with intellectual disability (ID) in Norway. Design/methodology/approach A literature review and a survey were conducted to map services for people with ID and mental health problems in Norway. Findings The results were sparse and confirmed what is already known among clinicians working with these patients. The Norwegian services are fragmented and there are geographical differences. Research limitations/implications There are no special services for children with ID developing mental illness. For offenders with ID, a national unit assesses and follows up, also when the person is sentenced to compulsory care and services are provided in their home municipality. Practical implications More data about both the patients and the services are needed in order to improve mental health services for people with ID in Norway. Originality/value This paper describes mental health services for people with ID in Norway.
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Holttum, Sue. "Mental health, human rights and social inclusion for adults and children." Mental Health and Social Inclusion 20, no. 2 (May 9, 2016): 67–73. http://dx.doi.org/10.1108/mhsi-02-2016-0008.
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Purpose – The purpose of this paper is to consider three recent papers relating to human rights and applicable to adults or children given mental health diagnoses. Design/methodology/approach – The first paper discussed how to measure progress in different countries in their policy changes to abide by the UN Convention on rights of persons with disabilities, and discussed how all relevant groups could be involved. The second paper considered the problem of children’s rights being eroded by overuse of the mental health diagnosis of attention deficit hyperactivity disorder (ADHD) when they are restless. The third paper reported on an evaluation of how well advocacy services are enabling people who are sectioned to have a say in their care. Findings – When assessing how well countries are doing in ensuring the rights of people with disabilities, the first paper’s authors concluded that all groups must participate in the evaluation, even though there are many different agendas. The second paper reported on how professionals and parents could come to a shared understanding of how children might be wrongly given a diagnosis of ADHD and jointly suggested some solutions. The third paper illustrated how important advocacy is, and the difference it can make to the lives of people who are sectioned. Originality/value – The first paper’s authors are engaged in ground-breaking research to assess whether disabled people’s rights under the UN Convention are being honoured. The second paper raised vital questions about the misuse of diagnosis, contravening the UN Convention on the rights of the child, and illustrated how parents and professionals can come together in support of these rights. The third paper reported on the first systematic national study on the implementation of advocacy services to defend the rights of people who are sectioned to have a say in their care.
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Adžajlić-Dedović, Azra, Muhamed Budimlić, and Edita Hasković. "SECONDARY VICTIMIZATION OF PEOPLE WITH MENTAL DISEASES AND INVALID PERSONS." Knowledge International Journal 30, no. 6 (March 20, 2019): 1411–20. http://dx.doi.org/10.35120/kij30061411a.
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In this paper, we strive to point out the special protection of children with developmental disabilities and invalids as victims of crime and violence, in accordance with international and national law. Through the analysis of the judgment of the European Court against Bosnia and Herzegovina, we want to point out the secondary victimization of such persons who have been mistreated by civil servants and responsible for the state of Bosnia and Herzegovina. In the law on civil servants, it is necessary to incorporate responsibility for the execution of secondary victims of victimization in a manner that is personally liable for these violations of citizens' rights and that the damages caused are borne by themselves and that they are removed from the civil service.
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Bitova, Anna L., Anna A. Portnova, Yury P. Sivolap, Oksana A. Kolomina, Artem Yu Novikov, and Timur B. Khasanov. "Analysis of the provision of mental health services in orphanages for children with neurodevelopmental disabilities in Russia." Neurology Bulletin LII, no. 3 (January 26, 2021): 30–34. http://dx.doi.org/10.17816/nb33988.
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Aim. The aim of this study was to analyze the main problems of provision of mental health services in orphanages for children with neurodevelopmental disabilities in Russia.
Methods. A cohort cross-sectional study was conducted in 23 orphanages, in which 2853 pupils live.
Results. There was determined a structure of psychotic disorders among children of psycho-neurological orphanages. Prevalence of mental disorders among this group was: mild intellectual disability 56 (1.96%) people, moderate intellectual disability 967 (33.89%), severe intellectual disability 1079 (37.82%), profound intellectual disability 429 (15.04%). Clinical and psychopathological examination of 1730 pupils was carried out. The most prominent problems of psychiatric care in in orphanages for children with neurodevelopmental disabilities were identified as: inconsistency of the psychiatric diagnosis and the actual condition of the child 289 (16.71%), a mismatch between the prescribed psychopharmacotherapy and the clinical picture 378 (21.85%), polypharmacy 344 (19.88%, or 35.61% of all receiving psychopharmacotherapy).
Conclusion. The necessity of developing non-pharmacological approaches in tackling the problems associated with the provision of mental health services in orphanages was shown.
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Allerton, Lindsay A., Vicki Welch, and Eric Emerson. "Health inequalities experienced by children and young people with intellectual disabilities." Journal of Intellectual Disabilities 15, no. 4 (November 30, 2011): 269–78. http://dx.doi.org/10.1177/1744629511430772.
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This literature review aimed to synthesize evidence on the prevalence and determinants of health conditions and impairments among children and young people with intellectual disability in the United Kingdom. Several databases were systematically searched for studies conducted with children under the age of 18 living in the United Kingdom and published in 2010–11. Evidence from a 2002 and a 2010 literature review on health inequalities among individuals of all ages with intellectual disability was also reviewed. We conclude there is an increased prevalence of a number of health conditions and impairments among children with intellectual disability and evidence that these health inequalities are associated with several preventable environmental determinants.
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Rosentzveig, E., and C. G. Cozaru. "Psychopathological approach in interrelation of socially disabled people." European Psychiatry 26, S2 (March 2011): 682. http://dx.doi.org/10.1016/s0924-9338(11)72388-4.
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Social disability at institutionalized young people is emerging as a disadvantage compared with non-institutionalized, produced by the absence of family environment, by inadequate extra-school influences, or emotional and behavioral disorders. These disorders, subsequent to institutionalization, may lead to their transformation into other types of mental disorders, such as mental deficiency and social maladjustment.Thus, we tried a psycho-pedagogical and psychopathological approach of depression found in individuals with social disabilities (abandoned and institutionalized children in orphanages), aiming, with specific means, a theoretical and experimental understanding of known or probable relationship between depressive symptoms and social disability for abandoned children, the practical need being to identify early manifestations of depression and begin rapidly the treatment in children abandoned.Our conclusion was that young people in institutions are less able to regulate dysphoric-aggressive affects, compared to non-institutionalized children, which often develop conciliatory behaviors and present higher levels of tolerance.
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Kuzmina, T. I. "Diagnostics of social self with younger schoolchildren with intellectual disabilities." Vestnik of Minin University 7, no. 4 (December 19, 2019): 13. http://dx.doi.org/10.26795/2307-1281-2019-7-4-13.
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Introduction. The article presents a fragment of a comprehensive study of the formation of the self-concept of people of different ages with intellectual disabilities, dedicated to the study of the social self with younger pupils with mild mental retardation. The questions of diagnostics and qualitative analysis of the state of this structurally-substantial component of the self-concept are highlighted. Structuring the self-conceptual components of the personality is of great importance for the formation of the skills of dialogical interaction with others in a younger student with intellectual disabilities and develops the ability to adapt among peers with subsequent integration into society. In younger students with mental retardation, a violation of the formation of self-image due to intellectual underdevelopment is the basis for the complications of social interaction that arise as a result, and the inability to independently overcome these difficulties entails maladjustment and early-occurring asociality in behavior. It is difficult for a child with intellectual impairment to enter into dialogical relationships with the outside world, the ability to which is an essential characteristic of a person to form adaptive behavior. The behavioral manifestations of a primary school pupils with mild mental retardation in some cases are not conscious, impulsive, reactive, uncontrolled. And in this case, attention is drawn to the qualitative originality of the personal characteristics of such children and the specifics of the formation of their self-consciousness as a regulator of social behavior.Materials and methods. An anamnestic data analysis was used, a structured conversation, as well as a diagnostic complex, which included several proprietary techniques developed to study the social self with individuals having mild mental retardation. The study of the expected attitude from the representatives of the immediate environment was carried out using the “Balls” methodology, the determination of the attitude to the representatives of the nearest environment was carried out using the «Ladder» methodology. The study of the expected attitude from representatives of the immediate environment and the child’s own attitude to them in the structure of the Self-social is a modification of the method of «Unfinished sentences» - «Finish the sentence». The «You have to be like this» methodology was used to diagnose elements of social longevity of a prescriptive nature, irrespective of a personally attractive prototype.Results. The article presents the methods and results of studying the social self component with primary school pupils having mental retardation. We study the child’s expected attitude from representatives of the immediate environment and their own attitude to them, socially desirable qualities (according to the child) and the norms of social dignity learned by children. The experiment involved 53 children with mild mental retardation (F 70 according to ICD-10). Participants in the study were divided into groups: depending on the residence / non-residence of the child in a boarding school and the form of education that children receive. Three groups were formed: children receiving differential education, living in a boarding school (31 people) group A; children receiving differentiated education, daily coming to school (9 people) group B; children studying in an inclusive class (13 people) group C. To perform, the children were offered a diagnostic complex, developed taking into account the intellectual and linguistic capabilities of the subjects of diagnosis, which includes several interconnected methods that imply a qualitatively-quantitative assessment, taking into account the main criteria for the diagnosis of the mental sphere of persons with intellectual impairment. An experimental study showed that the self-social component in the structure of the self-concept at the stage of primary school age has a distinctive quality. The level of fulfillment of the tasks of the diagnostic program by children with a mild degree of mental retardation is not uniform. Most of the tasks are carried out at a high and medium level, when respondents understand the instructions, accept the experimenter's small organizing help, adequately answer the questions posed, and often give not only standardized, but also spontaneous answers. This fact is in favor of the relevance of the proposed methods to diagnostic research tasks of studying the self-conceptual components of the self-consciousness of children with impaired intelligence. If the task is performed below the average level, the low marks received by the children are associated not so much with a lack of understanding of the instruction as with a low motivation for the diagnostic procedure. Minimum, maximum, average values and the total distribution of points received by children of groups A, B, C for completing tasks in the Self-social study do not differ significantly, which is confirmed statistically when calculating the non-parametric Mann – Whitney statistic for unrelated samples. Thus, the self-social component with children having impaired intelligence of primary school age is relatively formed. The qualitative specificity of this component of the self-concept at this age stage is its predominantly positive orientation in terms of the child’s expected relationship from representatives of the immediate environment and his own positive attitude towards them. Marked significance for a child with a mental retardation of his personality and activity assessments from his immediate environment and especially significant adults is noted. In children receiving differentiated and inclusive education, Self-social structurally and substantively differ little, with the exception of certain points due to the specifics of these forms of education and the organization of interaction of children in a “barrier-free” peer environment.Discussion and conclusions. The study demonstrated the presence of specific structurally-meaningful manifestations of the self-social component of elementary schoolchildren with mild mental retardation. As a result of the study of the relationship expected by children with mental retardation from representatives of the immediate environment, a positive trend was revealed in the development trends of this aspect of the formation of the social self. The positive orientation of the expected relationship is associated with the child’s own positive attitude towards significant others, and is often associated not with the child’s assessment of the real state of things and actions of individuals, but with the high significance of these representatives for the child himself, the ability to communicate with them, the child’s need for affiliation, acceptance and proximity. At the same time, fragmentation in the evaluation of the semantic content of the concepts “friend”, “acquaintance”, “friend”, “significant person” from the point of view of closeness and trust to the subject falling into this inner circle can negatively affect the social and behavioral implementation of primary school students with mental retardation. The generalization by children with mental retardation of individual frustration experiences and experiences of failure / dissatisfaction with needs and the occurrence in some separate cases of social interaction, transferring them to the general expected attitude from representatives of the immediate and near environment can be the basis for the formation of pathological characteristics of the person at the stage of adolescence based on emancipation or implementation of protest reactions in the context of a general destabilization of behavior. The idealization of antisocial parental prototypes and pronounced uncriticality to the actual behavior of loved ones can become the basis for the subsequent copying of variants of antisocial behavior at later age stages.
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Banks, Lena Morgon, Shaffa Hameed, Sofoora Kawsar Usman, and Hannah Kuper. "No One Left Behind? Comparing Poverty and Deprivation between People with and without Disabilities in the Maldives." Sustainability 12, no. 5 (March 7, 2020): 2066. http://dx.doi.org/10.3390/su12052066.
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The 2030 Sustainable Development Goals call for the disaggregation of all indicators by disability and other characteristics so as to “leave no one behind” from development progress. Data on disability, however, is acknowledged to be lacking, which is essential for informing policy and planning. Consequently, this study estimates the prevalence of disability in the Maldives and compares indicators of poverty and living conditions between people with and without disabilities, using nationally-representative, population-based data (n = 5363). The prevalence of disability was estimated at 6.8%. Overall, this research finds that people with disabilities are at risk of being left behind from progress across multiple Sustainable Development Goal domains, including in combatting income poverty, food insecurity and exclusion from health, education, work and social participation, and vulnerability to violence. Further, amongst people with disabilities, people with cognitive and mental health impairments, people living outside the capital, Male’, and children and working-age adults tend to face the highest levels of deprivation.
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Vacheva, Danelina, and Iskra Petkova. "EFFECTIVENESS OF ERGOTHERAPEUTIC AND OCCUPATIONAL THERAPEUTIC PROGRAM IMPLEMENTED FOR CHILDREN AND YOUTHS WITH DISABILITIES IN FAMILY-TYPE RESIDENTIAL CENTERS." Journal of IMAB - Annual Proceeding (Scientific Papers) 27, no. 1 (March 22, 2021): 3624–29. http://dx.doi.org/10.5272/jimab.2021271.3624.
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The purpose of this study is to report the effectiveness of ergotherapy and occupational therapy activities included in upbringing and education of children and youths with disabilities that use the social service "Family-type accommodation center". Materials and Methods: The study included 37 users using the relevant social service in the Municipality of Pleven, distributed by age groups and degree of disability. A survey was conducted with 26 employees in these Centers to determine the impact of the program on consumer development. Tests were performed to assess the skills for independent daily life. The obtained results were processed statistically to determine their significance. Results: The data from the study show a statistically significant positive impact of the selected ergo- and occupational therapy program in children and young people with disabilities raised in Family-type Centers, and is most significant in children of preschool and primary school age. The improvement in young people with severe physical and mental disabilities is expected to be insignificant, but the results of the survey of employees show a positive effect on their psycho-emotional state. Conclusion: Inclusion of an appropriate ergo- and occupational therapy program in the upbringing and education of children and young people with disabilities, who are in a disadvantaged social position and use social services, has a favorable impact on the formation of their skills for independent living.
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Sagatbekkyzy, Z. "The activities of the social teacher in psychological and pedagogical support of children with special educational needs in the adaptation to society." BULLETIN of the L.N. Gumilyov Eurasian National University. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY Series 133, no. 4 (2020): 114–22. http://dx.doi.org/10.32523/2616-6895-2020-133-4-114-122.
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The article describes measures to improve the situation of social groups and children with disabilities who are subjected to violence, discrimination, and degrading treatment by able-bodied, healthy, sane people in society. The study has been written in order to describe the role of the social educator and the types of psychological and pedagogical support for the adaptation of children with special educational needs to societyAccording to the results of a scientific study, in some cases, a discriminatory and abusive attitude towards people with disabilities, representatives of other nationalities, members of low-income society has been revealed. It is indicated that there is the necessity of teaching children with disabilities in inclusive schools in order to make them feel as a full members of society; it is revealed that there is the need for special psychological and pedagogical support for children with disabilities for learning in a regular school. The authors have considered the functions of psychological and pedagogical support (disclosure, development, stimulation, compensation, disclosure - correction), the levels of psychological and pedagogical support, regular monitoring of the child’s mental state; monitoring the learning process of a disabled child individually and in groups. Applicable methods of the study are description, analysis, control methods.
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Buell, Susan, and Darren Chadwick. "Meeting the communication support needs of children and young people with intellectual disabilities in the Bolivian Andes." Journal of Intellectual Disabilities 21, no. 3 (August 16, 2017): 220–34. http://dx.doi.org/10.1177/1744629517707086.
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Services available for people with disabilities in Bolivia tend to be fragmented and costly. Children and adults with intellectual disabilities are more likely to have a related communication disability and are thus both literally and metaphorically excluded from having a voice. The following research aimed to explore the experiences of accessing services by people with communication disabilities in Bolivia through semi-structured interviews and one focus group carried out with family members, professionals, service providers, educators and policymakers. It aimed to establish the nature of current services in Bolivia where knowledge, information and resources are scarce. Findings indicated the need to consider an alternative to a medical model approach through a focus on empowering other stakeholders to participate more fully in meeting communication support needs. Conclusions plot ideas for future service delivery and emphasize the central power of sharing practical and expert knowledge.
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Švraka, Emira, Slobodan Loga, Dijana Avdić, and Jasmina Berbić Fazlagić. "Health promotion in families who have children with intellectual and developmental disabilities." Journal of Health Sciences 1, no. 1 (April 15, 2011): 56–60. http://dx.doi.org/10.17532/jhsci.2011.102.
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Intellectual disability is the state of stopped or incomplete mental development which is featured by the impairment of abilities occurring at the development age and contributes to general level of intelligence, such as speech, cognitive, motor and social abilities. Disability can occur together or separately from other mental or physical disorders. 290 million people worldwide are estimated to have disabilities. Health is a core element in quality of life, but poverty, marginalization, limited access to primary health care, and lack of health promotion knowledge compromise health. Based on a research results in all nine areas of the family life quality (health, nancial status, family relations, support of other, support of services, influence of values, career, leisure and recreation, and community interaction) community could influence with the permanent preventive measures on 6 concepts of family life quality: importance, possibility, initiative, achievement, stability and satisfaction. The research could be of great help for the development of comprehensive strategies for improvement of quality of life for families that have one or more members with intellectual disability. From inclusion we expect approach to individual and his/her family by the society, to take into account all their diversities, preservation and improvement of their personal physical and mental health, for optimal possible functioning, at all personal and social levels.
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Balgimbekov, Sh, K. Kushnazarova, and Sh Bolatkyzy. "Psychological and pedagogical features of the physical education of children with disabilities." Pedagogy and Psychology 44, no. 3 (September 30, 2020): 85–93. http://dx.doi.org/10.51889/2020-3.2077-6861.11.
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The article outlines the psychological and pedagogical features of the physical education of children with disabilities. It is noted that over the past 5 years in Kazakhstan the number of disabled people has increased by 7.5% and currently amounts to 674200. 86956 are people under the age of 18 years, of which 90% are children under the age of 16. The authors describe the features of the motor-mental development of children with visual, hearing, speech, musculoskeletal and nervous system disorders. Information is presented on the methods of adaptive physical education of children with various developmental and health disorders. The requirements to the professional competence of the teacher-trainer of educational organizations in the field of adaptive physical education for working with children with special educational needs are proposed.
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Raghavan, Raghu, and Edward Griffin. "Resilience in children and young people with intellectual disabilities: a review of literature." Advances in Mental Health and Intellectual Disabilities 11, no. 3 (May 2, 2017): 86–97. http://dx.doi.org/10.1108/amhid-01-2017-0002.
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Purpose Building the resilience of children with intellectual disabilities (ChID) can help reduce the personal, social and economic costs associated with mental ill health among such children. The purpose of this paper is to review the research evidence on resilience in ChID and to suggest areas for further research. Design/methodology/approach Journal articles published in the last 20 years were searched in on-line databases to find potential papers for this review. The inclusion criteria were to search for published journal articles covering the theme of resilience in ChID and their families. All identified titles and abstracts were screened which resulted in 50 articles. These were scrutinised more thoroughly and 34 remaining articles were selected for review. Findings Resilience is a dynamic process involving interactions between various risk and protective processes both internal and external to the individual that act to mediate the influences of adverse life events. Five key themes were identified within the literature which helped to form a picture of the current understanding of resilience among ChID and their careers. These were increased risk factors associated with ID, the role of personal attributes on resilience, family and resilience, schooling and resilience, and cultural factors which enhance resilience. Originality/value Despite the consistency with which poor outcomes for ChID have been reported there is little investigation of the specific causes, contributory factors and processes that might improve them. This paper contributes to greater understanding of resilience factors for children and young people with ID and provides areas for further research.
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Setyabudi, Irawan, Wahidyanti Rahayu Hastutiningtyas, and Maria Nelde Olo. "KONSEP AKSESBILITAS DAN VEGETASI PADA TAMAN BERMAIN ANAK DIFABEL DI SLB-C LAWANG." BUANA SAINS 17, no. 1 (July 24, 2017): 65. http://dx.doi.org/10.33366/bs.v17i1.579.
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Person with disabilities has different needs than normal individuals. This difference causes limitations in movement and orientation. As a designer, of course in creating facilities can be used all levels of society, so the need for special treatment in design. Part of architectural context other than buildings is open space. Open space has another function, as a circulation path can also be developed in the form of park. Benefits for people with disabilities, parks can also be a means of learning, training independence and therapeutic areas. In the case study selected location in SLB-C Lawang (tuna grahita or mental retardation), this location has a large area for the development of garden design of motor development and mental children with disabilities or called educational park. The park is divided into two zones: active and passive. The active zone consists of a children's playroom and a sensory park that trains the senses of the five senses, while the passive zone as a park to be visually enjoyed. Therapeutic activities for mental retardation are not just for healing but to practice the senses' abilities of smell, taste, touch, and listener. Initially still an open space that has not been functioned specifically. The problem in this research is how the concept of accessibility and vegetation so that facilities can be used. The objective of the study was to develop a system in parks that can be enjoyed by people with disabilities and as a means of therapy. The result of this research is a concept of ease of achievement of garden for children with disfigured attention to detail of circulation design and variety of vegetation that support the concept of sensory garden so as therapy area.
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Hatton, Chris. "Specialist inpatient services for people with learning disabilities across the four countries of the UK." Tizard Learning Disability Review 21, no. 4 (October 3, 2016): 220–25. http://dx.doi.org/10.1108/tldr-08-2016-0023.
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Purpose The purpose of this paper is to compare data from national censuses on specialist inpatient service use by people with learning disabilities across England, Scotland, Wales and Northern Ireland. Design/methodology/approach National statistics (England, Scotland, Wales, Northern Ireland) reporting inpatient service censuses including people with learning disabilities were accessed, with data extracted on trends over time, rate of service use, young people and length of stay. Findings The number and rate of people with learning disabilities in specialist inpatient services varied across the UK: 230 people in Scotland (rate 4.88 per 100,000 population); 3,250 people in England (5.48); 183 people in Wales (5.90); 144 people in Northern Ireland (7.82). The number of people in inpatient services in Northern Ireland halved over four years, in other areas reductions were modest. Between 5 and 8 per cent of people in inpatient services were children/young people. Median length of stay in the person’s current inpatient service varied: 19 months in England; 33 months in Scotland; three to five years in Northern Ireland. Social implications Different parts of the UK vary in the scale of their specialist inpatient services for people with learning disabilities. With the exception of Northern Ireland, which may still be in the last stages of completing a “regular” deinstitutionalisation programme, strong policy prescriptions for substantial reductions in specialist inpatient services are currently only resulting in modest reductions. Originality/value This paper is a first attempt to compare national inpatient service statistics across the UK. With increasing divergence of health and social service systems, further comparative analyses of services for people with learning disabilities are needed.
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Iemmi, Valentina, Martin Knapp, Caroline Reid, Catherine Sholl, Monique Ferdinand, Ariane Buescher, and Marija Trachtenberg. "Positive behavioural support for children and adolescents with learning disabilities and behaviour that challenges: an initial exploration of service use and costs." Tizard Learning Disability Review 21, no. 4 (October 3, 2016): 169–80. http://dx.doi.org/10.1108/tldr-03-2015-0013.
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Purpose Positive behavioural support has been considered as a valuable alternative to residential care for children and adolescents with learning disabilities and behaviour that challenges. While recent evidence suggests it has a positive impact on behaviour and carer ability to cope, there is little evidence of its economic costs or benefits. The paper aims to discuss this issue. Design/methodology/approach An exploratory cross-sectional study was conducted to evaluate the cost of providing positive behavioural support to ten children and adolescents with learning disabilities and behaviour that challenges living in the community in Ealing, West London. Comparison was also made with the cost estimate of possible alternative support packages for children and adolescents with learning disabilities and behaviour that challenges in the UK, as obtained through a Delphi exercise. Findings Total cost of services per child was £1,454 per week for young people supported short-term, and £1,402 supported long-term. Children and adolescents were making use of a range of social care, education and health services. Over the full sample, half of the total cost was accounted for by education services. The Delphi exercise estimated the weekly cost of residential-based care as more expensive than the cost of community-based care for children and adolescents with learning disabilities and behaviour that challenges. At the end of the ITSBS, all ten children and adolescents initially at risk of imminent residential placement were living in the community with less service-intensive and less expensive support. This suggests that avoiding residential-based care could reduce costs in the long term. Originality/value Positive behavioural support has potential to support people with learning disabilities and behaviour that challenges in the community, leading to potential cost advantages. However, this is a small study and more robust research is needed.
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Morrison, Stewart C., Laura Barrett, and David Haines. "Foot care needs for children and young people with intellectual and developmental disabilities." British Journal of Learning Disabilities 48, no. 1 (September 19, 2019): 4–9. http://dx.doi.org/10.1111/bld.12291.
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Hunter, Rachael. "Evaluating the costs and cost-effectiveness of interventions for people with learning disabilities and behaviour that challenges: the need to improve the evidence base." Tizard Learning Disability Review 21, no. 4 (October 3, 2016): 181–85. http://dx.doi.org/10.1108/tldr-06-2016-0016.
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Purpose The purpose of this paper is to provide a commentary on the challenges associated with evaluating the costs and cost-effectiveness of interventions for people with learning disabilities and behaviour that challenges. Design/methodology/approach The paper is a commentary on a range of evidence relating to the findings of “Positive behavioural support for children and adolescents with learning disabilities: an initial exploration of service and costs”. Specific attention is paid to gaps in the literature and the evidence base for the cost of care for people with learning disabilities and behaviour that challenges. Findings Recommendations for person-centred support and increased use of behavioural and psychological interventions for people with learning disabilities and behaviour that challenges are based on limited evidence. The literature is particularly sparse in relation to the cost implications for service providers or informal carers of implementing such interventions and the question of whether they reduce costs through preventing residential placements and long-term inpatient admissions. Originality/value More high-quality research is required in the area of behavioural and psychological interventions for people with learning disabilities and behaviour that challenges. Trials in this area should include high-quality economic evaluations including budget impact analysis to provide information on the cost implications for different government agencies and cost-effectiveness analysis incorporating impact on quality of life.
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Lawrence, Julie. "Researching unheard voices: Parents caring for their adult children who have learning disabilities." Social Work and Social Sciences Review 19, no. 3 (October 4, 2018): 81–97. http://dx.doi.org/10.1921/swssr.v19i3.1192.
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The intention of this article is to convey the importance of research with ‘hard to reach’ populations and utilise the outcomes from a qualitative (Doctor of Philosophy) study completed in 2017. Important issues, which involved both social workers located within an adults’ multi-disciplinary team (MDT) and parents who supported their (adult) children with learning disabilities, are discussed throughout. The White Paper Valuing People (Department of Health, 2001) is briefly discussed in relation to the impetus towards supporting parents and informal carers. Furthermore, the notion of health and social care integration and its progress is also highlighted, with a focus upon how progress (or not) has had an effect upon parents supporting an (adult) child with learning disabilities. Creative methods of parental engagement are revealed, which highlight the complexities of supporting a son or a daughter with learning disabilities. Stanfield’s (2000) Four-level Framework has been utilised as the basis for data generation and the analysis of the findings. The ‘lived experiences’ of parents who received statutory services are presented as five individual case studies, which discuss their sons’ and daughters’ support arrangements. The Mental Capacity Act, 2005 has been referred to in this article as the underpinning legislation which brought about changes for the parents and the circumstances of their children. Consequently, the parents discussed their changing relationships with social workers as a result of using this legislation. All the parents (n=5) illustrated the significance of social workers’ support and how their input had made a positive difference to their lives. The findings from this research study were shared with social workers and allied health professionals located within the learning disabilities service. The purpose was to present ‘new knowledge’ about the lives of parents receiving multi-disciplinary services.Keywords: social workers, multi-disciplinary team, learning disabilities, adults, parents, Mental Capacity Act, 2005
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Shylina, Nataliia. "The problem of training children with special educational needs in both family and educational institutions." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky, no. 3 (128) (October 31, 2019): 42–49. http://dx.doi.org/10.24195/2617-6688-2019-3-6.
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The article is devoted to the problem of inclusive education, namely, education and upbringing in both family and preschool institutions. The author analyzes the domestic and foreign experience of working with children with special educational needs. The following approaches are described: expanding access to education (its main goal is to expand educational opportunities for people with mental and physical disabilities, ethnic minorities, and people from disadvantaged sections of society), mainstreaming (this approach implies that children with disabilities communicate with their peers on holidays, during their leisure time), integration (means bringing the needs of children with mental and physical disorders into line with the habitual traditional education system), and inclusiveness (it is such an educational activity when people with limitations and needs can be trained together with people without any disabilities). The program for helping children with attention deficit hyperactivity disorder, which is used in educational institutions in Norway, is considered; it includes the following: technology for the dissemination of knowledge among parents and professionals, inclusive education technology for children with different developmental abnormalities (ADHD, Turrett syndrome, Asperger syndrome, mental retardation) in the system of general education, technology for diagnosing ADHD varieties and comorbid disorders. The term “tutoring: has been defined and the importance of education in the system of inclusive education has been revealed. The main ideas of Russian scientists about inclusive education have been characterized: the ideas represented by S. V. Alyohina, O. R. Yarskaya-Smirnova, V. P. Hudonis, T. O. Dobrovolskaya, M. M. Malofeev. The main researches of Ukrainian scientists (M. Malofeyev, V. Sinov, M. Sheremet, L. Andrushko, V. Bondar, A. Kolupayev, T. Yevtukhova, V. Lyashenko, I. Ivanov, O. Savchenko, M. Svarnyk, O. Stolyarenko, A. Shevchuk and others) have been analyzed. A survey aimed at revealing parents’ attitude towards the problem of raising children with special needs has been conducted. The urgency of family education of children with special educational needs has been substantiated. A number of socio-pedagogical problems related to the functioning of families with special children in society have been determined. Keywords: inclusive education, education of children with special educational needs, tutor, family education, extended access to education, mainstreaming, integration, inclusion.
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Rebowska, A. "Access and participation: What factors influence the provision and utilisation of health care services by children with learning disabilities?" European Psychiatry 41, S1 (April 2017): S452. http://dx.doi.org/10.1016/j.eurpsy.2017.01.481.
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AimsThe aim of this literature review is to explore the range of factors that influence the degree of access to health care services by children and young people with learning disabilities.BackgroundChildren with learning disabilities are at increased risk of a wide range of health conditions comparing with their peers. However, recent reports by UK government as well as independent charities working with children and young people with learning disabilities demonstrated that they are at risk of poor health outcomes as a result of barriers preventing them from accessing most appropriate services.MethodsComprehensive searches were conducted in six databases. Articles were also obtained through review of references, a search of the grey literature, and contacting experts in the field. The inclusion criteria were for studies evaluating access to healthcare services, identification and communication of health needs, organisational aspects impacting on access and utilisation, staff attitudes where they impacted on access, barriers, discrimination in patients with intellectual disabilities age 0–18. The literature search identified a sample of 36 papers. The marked heterogeneity of studies excluded conducting a meta-analysis.ResultsBarriers to access included problems with identification of healthcare needs by carers and healthcare professionals, communication difficulties, the inadequacy of facilities, geographical and physical barriers, organisational factors such as inflexible appointment times, attitudes and poor knowledge base of healthcare staff.ConclusionThe factors identified can serve as a guide for managers and clinicians aiming to improve access to their healthcare services for children and young people with intellectual disabilities.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Zholtayeva, Gulnar, Assel Stambekova, Anara Alipbayeva, and Gulnur Yerzhanova. "INCLUSIVE EDUCATION IN KAZAKHSTAN: SELECTED ISSUES." CBU International Conference Proceedings 1 (June 30, 2013): 196–204. http://dx.doi.org/10.12955/cbup.v1.34.
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Currently government of the Republic of Kazakhstan considers education of children with disabilities as one of the main priorities of education and society development in a whole. Thus, the most efficient means of achieving the ultimate goal for it is to reveal the most efficient ways of training of children with mental retardation. Inclusive or integrated education is becoming a powerful tool in this case if the range of educational institutions creates atmosphere which allows receiving high-quality education, correctional help and professional training. Every child and family is valued equally and deserves the same opportunities and experiences in meaningful ways. Inclusive education enables children with disabilities entering the society as full-fledged citizens who are capable of productive and independent life, building relationships and memberships with people around. As for Kazakhstan society the statistics shows: special educational services for the children with mental retardation are provided in 37 special kindergartens and 101 correctional schools, 240 special groups and 1098 special classes in compulsory schools.Moreover, nearly 10 thousand children are involved in home learning within individual study program.Since 2004 work on elaboration and publishing of Kazakhstani textbooks and educational-methodical complexes for special correctional educational organizations of 8 major kinds and types has been carried out. At the present time there are 56 medical-psychological-pedagogical rooms in the country. These institutions render medical-psychological-pedagogical support and social help to population how to diagnose and consult the children with disabilities
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Perakis, A., G. Kolaitis, P. Kordoutis, M. Kranidioti, and J. Tsiantis. "Mortality among Institutionalised People with Learning Disabilities in Greece: A 30-Year Survey at the Leros PIKPA Asylum." British Journal of Psychiatry 167, S28 (July 1995): 70–77. http://dx.doi.org/10.1192/s0007125000298206.
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The life expectancy of institutionalised people with learning disabilities is shorter than that of the general population. Data on population dynamics in institutions for such people are vital for planning purposes. Mortality can be considered a crude measure of quality of health care. Mortality data on the 914 admissions to the Leros PIKPA asylum for children and young adults with learning disabilities and associated problems in the years 1961–91 were reviewed. The overall crude mortality rate was 59.2 deaths per 1000 person-years. Twenty-two per cent of the deaths occurred within a year after admission. Age-specific mortality rates were particularly high for those aged one to four years, and declined thereafter. Male residents had lower mortality than female residents in almost all of the age groups. Compared with sex- and age-specific mortality data for the general population of Greece, the observed rates were 20–150 times higher but still comparable to those reported for people with more severe learning disabilities in institutions in other countries. Lifetable analysis by length of stay showed that male residents had a statistically significant higher probability of survival than female residents, which could not be attributed to age-related differential mortality. Culture-specific differential admission criteria may account for the observed sex difference.