Relevant bibliographies by topics / Children with mild intellectual disability

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Children with mild intellectual disability'

Author: Grafiati
Published: 2 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Children with mild intellectual disability"

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Van der Molen, M. J., J. E. H. Van Luit, Maurits W. Van der Molen, and Marian J. Jongmans. "Everyday Memory and Working Memory in Adolescents With Mild Intellectual Disability." American Journal on Intellectual and Developmental Disabilities 115, no. 3 (2010): 207–17. http://dx.doi.org/10.1352/1944-7558-115.3.207.

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Abstract Everyday memory and its relationship to working memory was investigated in adolescents with mild intellectual disability and compared to typically developing adolescents of the same age (CA) and younger children matched on mental age (MA). Results showed a delay on almost all memory measures for the adolescents with mild intellectual disability compared to the CA control adolescents. Compared to the MA control children, the adolescents with mild intellectual disability performed less well on a general everyday memory index. Only some significant associations were found between everyda
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Buchnat, Marzena, and Aneta Wojciechowska. "Online education of students with mild intellectual disability and autism spectrum disorder during the COVID-19 pandemic in the opinion of teacher." Special School LXXXII, no. 5 (2021): 334–46. http://dx.doi.org/10.5604/01.3001.0015.6294.

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Online education, introduced obligatorily during the COVID-19 pandemic, poses a great challenge for teachers, students and their parents. Children and adolescents with mild intellectual disability or with ASD, that due to their cognitive deficits need appropriate support, are in a particular difficult situation. The aim of the conducted research was to specify the possible problems of online education of students with mild intellectual disability and ASD in their teachers' opinion. The research consisted in answering the questions from an online questionnaire. 114 teachers teaching children an
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Devita, Dela, and Dwi Desmayanasari. "LANDASAN PENYUSUNAN PROGRAM PEMBELAJARAN MATEMATIKA BAGI SISWA TUNAGRAHITA RINGAN." Hipotenusa Journal of Research Mathematics Education (HJRME) 4, no. 2 (2021): 121–29. http://dx.doi.org/10.36269/hjrme.v4i2.514.

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Mentally retarded children or also called children with intellectual disability are children with below average intelligence who experience obstacles in adaptive behavior in the form of taking care of themselves and carrying out activities of daily living. Children with intellectual disability need special education and services to help them achieve optimal development. Children with mild intellectual disability require three basic skills, such as reading, speaking and arithmetic. The implementation of learning in the classroom, especially in learning mathematics requires learning modification
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Bolach, Bartosz, Eugeniusz Bolach, and Magdalena Drabik. "Differences in motor performance and somatic construction of children with intellectual disability in mild to moderate degrees." Advances in Rehabilitation 25, no. 4 (2011): 41–47. http://dx.doi.org/10.2478/rehab-2013-0019.

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Abstract Introduction: The object of research was evaluation of motor performance and analysis of somatic construction of children with intellectual disability in mild to moderate degrees. Material and methods: In research participated 80 students in age from 11 up to 14, pupils of Special Training and Education Centre in Jawor. The 40 children (20 boys and girls) with intellectual disability to mild degree and 40 children (20 boys and girls) with disability to moderate degree composed an experimental group. The motor performance is based on “Eurofit Special” test. Results: The average results
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Alajmi, Mesfer Mohammad, and Jamil Mahmoud Al-Smadi. "The Effectiveness of a Training Program Based on Task Analysis Directed to Parents in Improving Daily Life Skills of their Children with Mild Intellectual Disabilities." Jordanian Educational Journal 9, no. 3 (2024): 227–50. https://doi.org/10.46515/jaes.v9i3.894.

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This study aimed to identify the effectiveness of a training program based on task analysis directed at parents to improve the daily life skills of their children with mild intellectual disability. The study sample consisted of (30) parents of students with mild intellectual disability in the State of Kuwait, they were randomly divided into two groups, experimental (15) and control (15). To collect the evidence, a tool was prepared to measure the daily life skills of children with intellectual disability, and acceptable validity and reliability indications for the scale were extracted. He also
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Laililyah, Fauziatul, Rusdi Rusli, and Jehan Safitri. "Efektivitas Teknik Forward Chaining Untuk Meningkatkan Kemampuan Menggosok Gigi Pada Anak Dengan Disabilitas Intelektual Kategori Ringan." Journal Psikogenesis 11, no. 1 (2023): 44–53. http://dx.doi.org/10.24854/jps.v11i1.3727.

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The study aims to investigate the effectiveness of forward chaining technique in improving the teeth-brushing ability in children with mild intellectual disability. The hypothesis is that the chaining technique with forward chaining method is effective in improving the teeth-brushing ability in children with mild intellectual disability. Intellectual disability is a disorder during a period of development characterized by deficits in conceptual, social and practical aspects of daily life. The forward chaining technique is a chaining method in which each activity is arranged coherently and beco
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Natasa, Buha, and Gligorovic Milica. "Planning ability in children with mild intellectual disability." Specijalna edukacija i rehabilitacija 11, no. 3 (2012): 365–82. http://dx.doi.org/10.5937/specedreh11-2320.

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Gligorovic, Milica, and Natasa Buha. "Cognitive flexibility in children with mild intellectual disability." Specijalna edukacija i rehabilitacija 11, no. 2 (2012): 187–202. http://dx.doi.org/10.5937/specedreh1202187g.

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Keskinova, Angelka, and Goran Ajdinski. "Learning problems in children with mild intellectual disability." International Journal of Cognitive Research in Science Engineering and Education 6, no. 1 (2018): 31–37. http://dx.doi.org/10.5937/ijcrsee1801031k.

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SIMONOFF, EMILY, ANDREW PICKLES, NICKY WOOD, PAUL GRINGRAS, and OLIVER CHADWICK. "ADHD Symptoms in Children With Mild Intellectual Disability." Journal of the American Academy of Child & Adolescent Psychiatry 46, no. 5 (2007): 591–600. http://dx.doi.org/10.1097/chi.0b013e3180323330.

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Dissertations / Theses on the topic "Children with mild intellectual disability"

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Rhodes, Katherine T. "Language Profile and Performances on Math Assessments for Children with Mild Intellectual Disabilities." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/psych_theses/98.

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It has been assumed that mathematics testing indicates the development of mathematics concepts, but the linguistic demands of assessment have not been evaluated, especially for children with mild intellectual disabilities. 244 children (grades 2 – 5) were recruited from a larger reading intervention study. Using a multilevel longitudinal SEM model, baseline and post-intervention time points were examined for the contribution of item linguistic complexity, child language skills, and their potential interaction in predicting item level mathematics assessment performance. Item linguistic complex
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Olsson, Lena. "Children with mild intellectual disability and their families – needs for support, service utilisation and experiences of support." Doctoral thesis, Hälsohögskolan, Högskolan i Jönköping, HHJ. CHILD, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-29604.

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This thesis focuses on service utilisation among children with mild ID and their families, their needs for support and their experiences of support. Aims The overall aim of the thesis was to explore and describe service utilisation patterns among families of children with mild ID from a systems perspective. Methods A cross-sectional, descriptive and comparative quantitative design was used to describe the extent of service utilisation among 84 children with mild ID and their families (paper I and II). The types and number of services utilised were investigated in relation to the child’s age, g
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Foster, Matthew E. "Indicators of Mathematics Skill Acquisition in Children with Mild Intellectual Disability: Phonological Awareness, Naming Speed, and Vocabulary Knowledge." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/psych_theses/91.

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Deficiencies in mathematics skill constrain students’ educational achievement and subsequently, their employment outcomes. This study included 265 school-identified students with mild intellectual disabilities. The research questions investigated the extent to which phonological awareness, color naming speed, and vocabulary knowledge, was related to mathematics skill after controlling for grade level via regression analyses. Further, the mediating effects of expressive vocabulary on the relationship between receptive vocabulary and mathematics skill as well as the indirect effect of recepti
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Barker, Robert Michael. "Modeling Phonological Processing for Children with Mild Intellectual Disabilities: The Relationship between Underlying Phonological Abilities and Associated Language Variables." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/psych_diss/77.

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The structure of phonological processing for typically developing children has been debated over the past two decades. Recent research has indicated that phonological processing is best explained by a single underlying phonological ability (e.g., Anthony and Lonigan, 2004). The current study had two goals. The first goal was to determine the structure of phonological processing for school-age children with mild intellectual disabilities (MID). The second goal was to determine the relationship between the components of phonological processing and expressive and receptive language ability. The p
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Tracey, Danielle K. "Self-concepts of preadolescents with mild intellectual disability : multidimensionality, measurement, and support for the big fish little pond effect /." View thesis, 2002. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030728.091747/index.html.

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Tracey, Danielle K. "Self-concepts of preadolescents with mild intellectual disability : multidimensionality, measurement, and support for the big fish little pond effect." Thesis, View thesis, 2002. http://handle.uws.edu.au:8081/1959.7/370.

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A major concern facing special educators is how best to educate students with mild intellectual disability, and whether regular or special classes are appropriate. The big fish little pond effect (BFLPE) predicts that students with mild intellectual disability will have higher academic self-concepts when in a special class, whereas labeling theory predicts that placing these students in special classes will lower their self-concepts. This study addresses some of these issues by: identifying a psychometrically sound, multidimensional self-concept measurement instrument; critically examining the
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Arvidsson, Patrik. "Assessment of participation in people with a mild intellectual disability." Doctoral thesis, Örebro universitet, Institutionen för hälsovetenskap och medicin, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-32018.

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The overall aim of this doctoral thesis was to explore an assessment of participation according to the International Classification of Functioning, Disability and Health (ICF) in people with a mild intellectual disability. Study I used secondary data and explored how participation can be assessed. Study II-IV explored participation empirically regarding 68 everyday activities from all nine life domains according to the ICF. Study II explored assessment of self-rated participation by investigating to what extent perceived ability, actual performance and perceived importance correlated. Study II
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Hartley, Sigan L. "Stressful social interactions, coping, and depression among adults with mild intellectual disability." Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1414131091&sid=3&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Taylor, I. L. A. "Fitness to plead and stand trial : the impact of mild intellectual disability." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/1333600/.

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Part one of this thesis reviews the literature on the interrogative suggestibility of individuals with intellectual disability. The first section describes the historical background of interrogative suggestibility and the development of the Gudjonsson Suggestibility Scales. This is followed by a critical review of the methodology and findings of studies investigating the differences in suggestibility of people with and without ID and the implications for clinical practice. Part two is an empirical study investigating the differences between adults with and without mild intellectual disability
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Donohue, Dana Karen. "Self-concept in Children with Intellectual Disabilities." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/psych_theses/46.

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Self-concept, or feelings about oneself, encompasses various areas including social and academic domains and has been suggested to be a predictor and mediator of other outcomes (Bryne, 1996). In this study, the relationships between achievement, intelligence scores, and self-concept in children with mild intellectual disabilities were examined. Self-concept and WISC verbal intelligence scores evidenced significant relationships. Additionally, relationships were demonstrated between gains in achievement and higher ratings of self-concept. These results suggest that relationships exist between i
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Books on the topic "Children with mild intellectual disability"

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Jakoniuk-Diallo, Anna. Percepcja słuchowa dzieci z niepełnosprawnością intelektualną w stopniu lekkim: Auditory perception in children with mild intellectual disability = Hörwahrnehmung bei Kindern mit leichter geistiger Behinderun = Perception auditive chez des enfants handicapés mentaux légers. Wydawnictwo Naukowe UAM, 2011.

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Gargiulo, Richard M., and Emily C. Bouck. Instructional Strategies for Students With Mild, Moderate, and Severe Intellectual Disability. SAGE Publications, Inc., 2018. http://dx.doi.org/10.4135/9781506369785.

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Cho, In-su. Chichŏk changaea kyoyuk: Teaching children with intellectual disabilities. 2nd ed. Taegu Taehakkyo Ch'ulp'anbu, 2014.

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Harris, James C. Intellectual disability: A guide for families and professionals. Oxford University Press, 2010.

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Foreman, Phil. Education of students with an intellectual disability: Research and practice. Information Age Pub., 2009.

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Tsakanikos, Elias, and Jane Mary McCarthy. Handbook of psychopathology in intellectual disability: Research, practice, and policy. Springer, 2014.

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Foreman, Phil. Education of students with an intellectual disability: Research and practice. Information Age Pub., 2009.

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Foreman, Phil. Education of students with an intellectual disability: Research and practice. Information Age Pub., 2009.

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1948-, Wodrich David L., and Joy James E, eds. Multidisciplinary assessment of children with learning disabilities and mental retardation. P.H. Brookes Pub. Co., 1986.

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M, Hodapp Robert, Burack Jacob A, and Zigler Edward 1930-, eds. Issues in the developmental approach to mental retardation. Cambridge University Press, 1990.

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Book chapters on the topic "Children with mild intellectual disability"

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Kuzma, Levonas P. "Problems of Organizing the Education of Children with Mild Forms of Intellectual Disability in Rural Schools." In Education of Children with Special Needs. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13646-7_24.

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Černý, Filip, Georgios Triantafyllidis, and George Palamas. "A Tangible Constructivist AR Learning Method for Children with Mild to Moderate Intellectual Disability." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-06134-0_54.

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Stores, Gregory. "Intellectual Disability." In Sleep in Children with Neurodevelopmental Disabilities. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98414-8_23.

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Peters-Scheffer, Nienke, Robert Didden, and Russell Lang. "Intellectual Disability." In Comorbid Conditions Among Children with Autism Spectrum Disorders. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-19183-6_12.

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Gargiulo, Richard M., and Emily C. Bouck. "Understanding Intellectual Disability." In Instructional Strategies for Students With Mild, Moderate, and Severe Intellectual Disability. SAGE Publications, Inc., 2018. http://dx.doi.org/10.4135/9781506369785.n5.

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Bayat, Mojdeh. "Children With Intellectual Disability." In Teaching Exceptional Children, 3rd ed. Routledge, 2023. http://dx.doi.org/10.4324/9781003245735-13.

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Prelock, Patricia A., and Tiffany L. Hutchins. "Children with Intellectual Disability." In Best Practices in Child and Adolescent Behavioral Health Care. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93203-3_10.

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Ellem, Kathy, and Jemma Venables. "Relationship-Based Practice with People with a Mild Intellectual Disability Who Have Been Socially Marginalised and Excluded." In Disability Practice. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-6143-6_6.

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AbstractQuality of life is greatly enhanced by supportive relationships in one’s life. People with a mild intellectual disability who have been socially marginalised face significant difficulties in building positive, life-affirming relationships. This chapter discusses the importance of relationship-based practice with this group of people and illustrates how disability support workers, organisations, and systems can support authentic and caring relationships with this group. Relationship-based practice can provide the context in which people with a mild intellectual disability can build indi
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Orsolini, Margherita, Sara Conforti, and Sergio Melogno. "Assessments of children with developmental delays and intellectual disability." In Understanding Intellectual Disability. Routledge, 2022. http://dx.doi.org/10.4324/9781003220367-3.

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Westwood, Peter. "Students with intellectual disability." In Commonsense Methods for Children with Special Needs and Disabilities. Routledge, 2020. http://dx.doi.org/10.4324/9781003109778-2.

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Conference papers on the topic "Children with mild intellectual disability"

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Arvola, Mattias, Mattias Forsblad, Mikael Wiberg, and Henrik Danielsson. "Autonomous Vehicles for Children with Mild Intellectual Disability." In ECCE 2023: European Conference in Cognitive Ergonomics. ACM, 2023. http://dx.doi.org/10.1145/3605655.3605688.

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Park, Juhyeong, Sunok Lee, and Sangsu Lee. "MODU: A Story-Based Empathy Expression Training Game for Children with Mild Intellectual Disability and Borderline Intellectual Functioning." In IDC '21: Interaction Design and Children. ACM, 2021. http://dx.doi.org/10.1145/3459990.3465205.

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Slobodan, Bankovic, Glumbic Nenad, Stanimirov Ksenija, and Djordjevic Mirjana. "Behavioral problems in children with cerebral palsy and mild intellectual disability." In II International Scientific Conference Special Education and Rehabilitation - Cerebral Palsy. Society of Special Educators and Rehabilitators of Serbia, 2012. http://dx.doi.org/10.2298/micp2012205b.

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Kesumawati, Selvi Atesya, Tandiyo Rahayu, Hari Amirullah R, and Setya Rahayu. "Game Model To Increase Fundamental Movement Skills in Children With Mild Intellectual Disability." In Proceedings of the International Conference on Science and Education and Technology 2018 (ISET 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/iset-18.2018.87.

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Simion, Elena, and Ruxandra Folostina. "THE IMPACT OF ICT ON THE VISUOMOTOR PRECISION OF STUDENTS WITH INTELLECTUAL DISABILITY." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-052.

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Problem Statement: The article aims to broach an issue less studied in Romania namely the effects of information and communication technology (ICT) in improving the learning process and in stimulating the cognitive development of the children with mild intellectual disability. Purpose of Study: The purpose of this study is to assess the impact of the ICT on the cognitive development of students with intellectual disability, especially on the visuomotor precision. Research Methods: In this research a group of 90 students with mild intellectual disability representing the experimental sample and
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Králíková, Jitka, and Hana Válková. "Trends in BMI by Age Periods of Pupils with Intellectual Disability." In 12th International Conference on Kinanthropology. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-52.

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Childhood obesity is becoming increasingly important in children because it occurs in earlier age periods. Children with intellectual disabilities belong to a high-risk group in the area of obesity. Their disability limits them in everyday life both in the possibilities of participation in physical activities and in the field of lifestyle. Currently, there is not real data in BMI age trends for children with intellectual disabilities. The aim of the research is to find out the trends of BMI in children with mild and moderate intellectual disability in different age periods and to find out whet
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Zudeta, Effran, and Mumpuniarti Mumpuniarti. "Listening Skill of Mild Intellectual Disability." In Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icsie-18.2019.20.

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Yutikasari, Dovi Uun, and Nur Azizah. "Safety Skills of Students with Mild Intellectual Disability." In Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icsie-18.2019.13.

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Nugraha, Arif Kusuma, and Mumpuniarti Mumpuniarti. "Cognitive Development of Mild Intellectual Disability for Vocational Training." In Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icsie-18.2019.12.

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Ooms, Simone. "Promoting Mental Health of Adolescents with a Mild Intellectual Disability." In UMAP '24: 32nd ACM Conference on User Modeling, Adaptation and Personalization. ACM, 2024. http://dx.doi.org/10.1145/3631700.3664920.

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Reports on the topic "Children with mild intellectual disability"

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Zablotsky, Benjamin, Amanda Ng, Lindsey Black, and Stephen Blumberg. Diagnosed Developmental Disabilities in Children Aged 3–17 Years: United States, 2019–2021. National Center for Health Statistics (U.S.), 2023. http://dx.doi.org/10.15620/cdc:129520.

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This report provides updated prevalence estimates for diagnosed autism spectrum disorder, intellectual disability, and other developmental delay among children 3–17 years from the 2019–2021 National Health Interview Survey, with differences in prevalence examined between years and by sex, age group, and race and Hispanic origin. Estimates are also presented for any developmental disability, defined as having had one or more of these three diagnoses.
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Jacinto, Miguel, Anabela Pereira dos Santos de Vitorino, Rui Matos, Diogo Mendes, and Teresa Bento. Effects of a physical exercise program on the quality of life in individuals with intellectual disability: systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2021. http://dx.doi.org/10.37766/inplasy2021.11.0025.

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Review question / Objective: The objective of the present study is, through the methodology of systematic review, to identify the benefits in QoL, starting from a PE program in individuals with ID and relate them to the model of Schalock et al. (2002). Condition being studied: In individuals with ID, characterized by a deficit of intellectual and adaptive functioning in the conceptual, social and practical domains, identified with mild, moderate, severe and profound degrees and develops before 18 or 22 years old (American Psychiatric Association, 2013; Schalock et al., 2010; 2021), measuring Q
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Stress, adversity, COVID; caring for children with an intellectual disability (recording). ACAMH, 2023. http://dx.doi.org/10.13056/acamh.23512.

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This free webinar was organised by ACAMH’s Adverse Childhood Experiences (ACEs) Special Interest Group Monthly seminars. In this session we welcomed Dr. Jeanne Wolstencroft, Research Fellow at the Great Ormond Street UCL Population, Policy and Practice Dept., presenting findings from The IMAGINE—ID consortium.
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(IDID A2H©) Identification of Intellectual Disabilities Framework (Children, Young People and Adults) – Dr. Mark Lovell. ACAMH, 2021. http://dx.doi.org/10.13056/acamh.16387.

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This talk from Dr. Mark Lovell, dual-trained Consultant Child and Adolescent Learning Disability Psychiatrist, and ACAMH Director CPD and Training forms part of our free Intellectual Disabilities topic guide.
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Parents provide their perspective on the crossroads of autism and deafness. ACAMH, 2021. http://dx.doi.org/10.13056/acamh.11897.

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