Relevant bibliographies by topics / Mentally disabled

Contents

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

Academic literature on the topic 'Mentally disabled'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 June 2025

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Journal articles on the topic "Mentally disabled"

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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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Tarsono, Tarsono. "PROGRAM PENINGKATAN KEMAMPUAN ORANG TUA DAN GURU DALAM MEMBANTU KEMANDIRIAN SHOLAT ANAK TUNAGRAHITA RINGAN." Psympathic : Jurnal Ilmiah Psikologi 6, no. 1 (February 27, 2018): 776–86. http://dx.doi.org/10.15575/psy.v6i1.2135.

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This research aims to help mentally disabled students to pray independently by giving suggestion to parrents and teachers. Qualitative approach using interview, observation and documentation are used to collect data. Result shows that some mentally disabled students have not been able to have five times praying with correct reading prayer and movement. Parents can ask to pray together, invite teacher and provide some media. Meanwhile, teacher could make schedule for praying together and make a realia. Constraints faced are lack of mentally disabled knowledge, no appropriate realia and lack of attention toward mentally disabled students.
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Hashim, NT, B. Gobara, and I. Ghandour. "Periodontal Health Status of A Group of (Non-Institutionalized) Mentally Disabled Children in Khartoum State." Journal of Oral Health and Community Dentistry 6, no. 1 (January 2012): 10–13. http://dx.doi.org/10.5005/johcd-6-1-10.

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ABSTRACT Aim The aim of this study is to assess the periodontal health status and its determinants among a group of mentally disabled children in Khartoum State and to compare it with a control group of children of normal intelligence. Methods Thirty seven mentally disabled children aged 8-10 years were examined at five centres of mentally disabled children in Khartoum State. A control group with normal intelligence quotient of a similar age and socioeconomic status was selected from schools nearby the centres visited. Both mentally disabled children and the children in the control group were examined for their plaque index, gingival index and periodontal pocket depth. A comparison was made between the mentally disabled children and the healthy children as well as between the subgroups of the mentally disabled children (mild, moderate, and severe). Questionnaires concerning the degree of mental disability, level of parent education, role of parents toward child oral health, were also used. Results The results revealed that the mentally disabled children showed higher scores of plaque and gingival index (1.9, 1.7 respectively) when compared with the plaque and gingival index of the control group (0.6, 0.6 respectively). No increase in gingival sulcus depth in both study and control group was found. According to the degree of mental disability there was statistically significant difference in plaque and gingival index among the mild, moderate and severe subgroups (P=0.001), the plaque and gingival index tend to increase with the severity of mental retardation. Conclusion. Mentally disabled children showed more plaque when compared with healthy controls. Periodontal disease was more prevalent among mentally disabled children as presented in the form of gingivitis and the degree of severity depends on the degree of mental disability.
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Dresser, Rebecca. "Mentally Disabled Research Subjects." JAMA 276, no. 1 (July 3, 1996): 67. http://dx.doi.org/10.1001/jama.1996.03540010069034.

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Olivier, Tilla, and Evelyn Williams. "Teaching mentally disabled learners." Acta Academica: Critical views on society, culture and politics 38, no. 3 (December 15, 2006): 223–45. https://doi.org/10.38140/aa.v38i3.1101.

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This investigation focused on the “special” (different from mainstream education) nature of special education and teachers’ experiences of the challenges of teaching the mentally disabled learner. The aim was to investigate the nature of the experiences of teachers of mentally disabled learners and what guidelines can be provided for them. A qualitative study with a descriptive, explorative, subjective and contextual research design was chosen, using a phenomenological approach to data collection. This report of the findings may serve as a basis for guidelines to teachers.
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Anwar, Risyandi, and Tyas Nurfadlilah Amaliah. "Upaya Peningkatan Kesehatan Gigi Dan Mulut Anak Penderita Tuna Grahita dan Tuna Rungu Melalui Pemeriksaan, Penyuluhan Dan Demonstrasi Menyikat Gigi di SLB Swadaya ABC Kendal." JURNAL KREATIVITAS PENGABDIAN KEPADA MASYARAKAT (PKM) 5, no. 2 (February 1, 2022): 317–24. http://dx.doi.org/10.33024/jkpm.v5i2.5894.

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ABSTRAK Anak berkebutuhan khusus memiliki keterbelakangan mental dan kekurangan secara fisik, dan sebagian besar memiliki kesehatan gigi dan mulut yang buruk. Beberapa yang termasuk katagori ABK adalah tunagrahita dan tuna rungu. Keterbatasan dalam menjaga kesehatan gigi dan mulut sering dialami pada anak berkebutuhan khusus baik laki-laki maupun perempuan, oleh karena itu mereka sangat memerlukan dukungan sosial dari lingkungannya agar dapat mencapai kemampuan fungsional setinggi mungkin. Tujuan Pengabdian kepada masyarakat ini adalah setelah mendapatkan pemeriksaan, penyuluhan dan demonstrasi diharapkan semua penderita tuna grahita dan tuna rungu yang ada di SLB swadaya ABC dan pendampingnya dapat memahami dan menerapkan cara menyikat gigi yang baik dan benar sehingga dapat menjaga kesehatan gigi dan mulut anak penderita tuna grahita dan tuna rungu. Metode kegiatan penyuluhan, demonstrasi dan pemeriksaan gigi dan mulut terhadap semua anak penderita tuna grahita dan tuna rungu yang bersekolah di SLB Swadaya ABC Kendal dan pendampingnya. Luaran yang di harapkan dari kegiatan penyuluhan dan demonstrasi ini adalah adanya peningkatan kesehatan gigi dan mulut anak penderita tuna grahita dan tuna rungu yang bersekolah di SLB Swadaya ABC Kendal. Hasil pelaksanaan didapatkan bahwa lebih dari 50% anak penderita tuna grahita dan tuna rungu keadaan gigi dan mulutnya buruk. Kesehatan gigi dan mulut penderita tuna grahita dan tuna rungu termasuk dalam kategori sedang. Kata kunci: tuna grahita,tuna rungu, SLB, Penyuluhan, Kesehatan gigi dan mulut. ABSTRACT Children with special needs have mental retardation and most of them have poor oral and dental health. Some special needs are mentally disabled and deaf. Limitations in maintaining dental and oral health are often experienced by children with special needs, both boys and girls, therefore they really need social support from their environment in order to achieve the highest possible functional ability. These children need special attention in maintaining oral hygiene. The purpose of this community service is that after receiving counseling and demonstrations, it is hoped that all mentally disabled and deaf sufferers in the ABC self-help SLB and their companions can understand and apply good and correct brushing techniques so that they can maintain good oral hygiene. Dental and oral health of children with mentally disabled and deaf. The target of counseling and demonstration activities are all children with mentally disabled and deaf who attend SLB Swadaya ABC Kendal and their companions. The expected outcome of this counseling and demonstration activity is an increase in the oral hygiene of children with the mentally disabled and deaf who attend SLB Swadaya ABC Kendal. From the results of the implementation, it was found that more than 50% of children with mentally disabled and deaf had bad teeth and mouth conditions. Conclusion: Dental and oral health of people with mentally disable and deaf is in the moderate category. Keywords: Mentally disable, deaf, SLB, Counseling, Dental and oral health.
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Miftakhi, Diah Rina, and Widati Amalin Ulfah. "Improving Achievement Motivation for Mentally Disabled Students at School for Exceptional Children (SLB) YPAC Pangkalpinang." Berumpun: International Journal of Social, Politics, and Humanities 2, no. 1 (March 29, 2019): 15–24. http://dx.doi.org/10.33019/berumpun.v2i1.15.

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This research is globally aimed to improve the achivement motivation for the mentally disabled students. The specific objectives of this research are to improve: (1) students learning achievement for the mentally disabled students; (2) learning achievement for the mentally disabled students in SLB YPAC Pangkalpinang. This research desaign was desaigned with research and development desaign which produce development model of group dynamics learning for exceptional students which can increase achievement motivation for students. The final objective of this research development is producing development learning model based on group dynamics so that teaching and learning process can be more effective, eficient, and interesting. This research will produce development model of group dynamics learning for mentally disabled students so that can increase achievement motivation in exceptional school. This development learning model of group dynamics has three activities, there are learning through dream trees, learning through filling students’ identity, and learning through artistic creativity development by drawing and coloring. The result of these three activities of development group dynamics learning model can be used as the source to arrange the learning model especially for mentally disabled students. It can be done so that we can develop the mentally disabled students’ potencies and they can reach good achievements in study. Besides that, it can be the source for the teachers to have innovative learning model in teaching mentally disabled students at exceptional school (SLB) YPAC Pangkalpinang.
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Mutasim Al-Rasheed Ghalib. "The Level of Motor Skills and Social Skills Among Mild Mental Disability (Educable) and Its Relationship to Demographic Variables." Journal of Information Systems Engineering and Management 10, no. 26s (March 28, 2025): 11–28. https://doi.org/10.52783/jisem.v10i26s.4093.

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The study aimed to reveal the relationship between motor skills and social skills in mentally disabled children who are learning (educable) and relation to demographic variables (gender Male/Female - age). The study sample consisted of a simple random sample of mentally disabled students who are capable of learning in Gezira State- Central Sudan. The number of sample members was (65) male and female students, representing (44.52%), including 33 females and 32 males. The social skills assessment scale for mentally disabled children who are capable of learning (Educable), prepared by Mubarak, Sarah (2016), and the motor skills scale prepared by Weiland were used. Its translate and applied in Arabic by Al-Otaibi, Bandar, (2004), the data were analyzed using the Statistical Package for Social Sciences (SPSS), The study reached the following results: The level of motor skills among mentally disabled children who are capable of learning is low. There is a statistically significant relationship between motor skills and social skills at an average level. There are statistically significant differences due to gender (males/females) in motor skills and social skills in favor of females. There are statistically significant differences at the level of (0.05) in motor skills and social skills among mentally disabled children who are capable of learning due to older age. There are no statistically significant differences between males and females in motor skills among mentally disabled children who are capable of learning. There are no statistically significant differences between mentally disabled people who are capable of learning regarding motor skills due to age. The study recommends implementing an integration system between the mentally disabled and normal children because integration has great benefits in developing motor and social abilities, and also activating extracurricular activities, especially the following: physical exercises, providing schools and special education institutes with training tools and a physical education specialist to develop motor skills.
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Sartinah, Endang Pudjiastuti, Sri Joeda Andajani, and Pamuji Pamuji. "Prototype Development of Social Personal Guidance Guide using Role-Playing Techniques to Improve Social Interaction of Children with Intellectual Requirements." Journal of ICSAR 7, no. 1 (January 30, 2023): 125. http://dx.doi.org/10.17977/um005v7i12023p125.

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This manual aims to make it easier for teachers to deal with the problems of mentally disabled children in terms of social interaction. The development of the teacher's manual uses the 4-D model of Thiagarajan, S, Semmeln, D, S & Semmel MI (1974) which has been modified with the following stages: define, design, and develop. Data collection techniques are used in assessment instruments to obtain validation data, observations to obtain data on children's abilities during learning activities, and teacher responses to the personal social tutoring teacher manual with role-playing techniques. Data analysis used quantitative description. The results showed that using the teacher's manual in personal social guidance with role-playing techniques increased the social interaction of mentally disabled children. After giving ten times treatments to mentally disabled children, the social interaction of mentally disabled children increased. Mentally disabled children were able to interact with their friends step by step. Step independently. This can be seen from the results of the practical value of the teacher's manual is 2.7, and the value of the effectiveness of the teacher's manual is 3.0. So we can conclude that using the teacher's manual in personal social guidance with role-playing techniques to increase the social interaction of mentally disabled children in inclusive elementary schools is feasible.
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Belsiyal C., Xavier. "Abuse & Neglect among Mentally Disabled." Community and Public Health Nursing 1, no. 2 (2016): 145–53. http://dx.doi.org/10.21088/cphn.2455.8621.1216.14.

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Dissertations / Theses on the topic "Mentally disabled"

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Miller, Nicole Gabrielle. "Improving medication compliance with mentally disabled outpatients: a thesis." Scholarly Commons, 1988. https://scholarlycommons.pacific.edu/uop_etds/2154.

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The present study demonstrates the effectiveness of combining medication packaging, verbal and graphical feedback, and pill count probes on increasing medication compliance. Eight chronic adult outpatients were randomly assigned to one of two conditions: (a) a regimen card medication packaging system, and (b) a 7- day baggie medication packaging system. A staggered group treatment design was used to ascertain whether either of the two special packaging systems was effective relative to baseline and reversal conditions (using the standard medication vial) in increasing medication compliance behavior among both over-and undercompliant outpatients. Results indicated that the use of the special packaging of medication in combination with the behavioral techniques of verbal and graphical feedback aided in improving compliance in 4 out of 8 noncompliant outpatients.
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Magno, Ronald Dial. "Training mentally disabled individuals for effective nurse-patient communication." Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2683.

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Health care for the mentally disabled is often hindered by the inability of patients to identify and communicate their health problems to their health care professional. This study assessed the effectiveness of a nurse-patient communication skills training program for mentally disabled individuals. Forty-two participants who received a regular decanote shot (an injected anti-psychotic medication released over time) were randomly assigned to a treatment or control group. The treatment consisted of three 90-min skills training sessions on symptom monitoring, medication management, and communication skills. Assessments were conducted at an injection appointment pretreatment, posttreatment, and at follow-up. Participants were assessed by pencil-and-paper test on the acquisition of symptom monitoring and medication management skills. In addition, patients were observed in an audio-recorded interaction with their nurse. Results identified that communication training was effective in increasing the participation of patients during a nurse's visit at posttest and at up to a 1-month follow-up. Explanation of results and recommendations for improvements for future studies are discussed.
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Suen, Yin-tak Pandora. "An exploratory study of the siblings of severely mentally disabled persons /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13991528.

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Solakoglu, Sencer. "Increasing electricity conservation in a high-functioning mentally disabled sample." Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/2727.

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Behavioral interventions were used to attempt to lower electricity consumption in a sample of persons who are diagnosed as having a mental disability. The effectiveness of prompting, modeling, and written feedback were investigated. Participants were 43 chronically mentally disabled adults who live in a supported living apartment community. Electricity meter readings in kilowatts per hour (kWh) were recorded to measure consumption. With specified .05 significance level, the 4 x 2 split-plot ANOVA showed a significant interaction effect. Examination of the interaction revealed that prompting was the only effective intervention. These findings can help the already poverty stricken mentally disabled population and agencies providing them with housing to save money on their living expenses.
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Bigley, Ambrea. "Use of MMPI-A to differentiate emotionally disabled from non-disabled individuals and those considered to be socially maladjusted." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002bigleya.pdf.

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Scott, Heather J. "The role of housing in community care for mentally disabled people." Thesis, Durham University, 1992. http://etheses.dur.ac.uk/5732/.

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It is argued that housing is a fundamental element in successful community care programmes for people who have a long-term mental illness, but that the significance of the immediate living environment on the individual's psych- social well-being has been underestimated in the formulation and implementation of policy. Using a grounded theory approach. Part One reports an exploratory study of the catchment area of one psychiatric hospital, which included parts of three health districts and three local authority areas. The study examined in detail, with a focus on housing, the operation of services for mentally disabled people , the plans for creating locally-based facilities, and the implementation of those plans in the mid-1980's, by means of a combination of documentary evidence and key informant interviews. All three parts of the study area were found to have encountered major but differing problems. Wide variations between and within local areas in policy and resources were found, but most stiking was the emergence of two distinct key informant perspectives: those of policy makers/managers, and workers in face-to-face contact with mentally disabled people, indicative of separate discourses of rights and needs. Part Two sets up a model of three functions of housing based on psychological needs, and argues for a compensatory role for housing in community care, which is contrasted with the reality of increasing difficulty in meeting even basic survival needs. It is suggested that the emphasis on negative rights of much mental health reform was inadequate to ensure that needs were met when the welfare net began to contract, and renewed emphasis on citizenship and social rights is proposed as a means to represent more adequately the housing needs of mentally disabled people at the levels of policy and service planning.
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Suen, Yin-tak Pandora, and 孫彥德. "An exploratory study of the siblings of severely mentally disabled persons." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31249942.

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Greenbaum, Ben. "The challenges of the church in ministering to the mentally disabled." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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Gabre, Pia. "Studies on oral health in mentally retarded adults /." Stockholm, 2000. http://diss.kib.ki.se/2000/91-628-4525-x/.

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Mathikithela, Maite Sara. "Towards effective programmes for the mentally disabled adults at Reakgona Adult Learning Centre." Thesis, University of Limpopo (Turfloop Campus), 2009. http://hdl.handle.net/10386/856.

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Thesis (M.ED. (Adult Education)) --University of Limpopo, 2009<br>This report describes the research carried out at Reakgona Adult Learning Centre at Seshego, which is 11 km North-West of Polokwane, the capital city of Limpopo province. The main aim of the study was to investigate the effectiveness of programmes designed for the mentally disabled adults. For me to achieve the outlined aim, I formulated the following research question: • How do programmes designed for the mentally disabled adults benefit them in their everyday lives? In an attempt to answer the above question I decided to undertake an exploratory study to get insight into programmes offered at Reakgona Adult Learning Centre. For me to evaluate if the programmes could have beneficial impact to the target group I looked into the aims and objectives of the programmes at Reakgona Adult Learning Centre. I also took into consideration the vocational training needs of adults with mental disability. The characteristics of programmes and the possibilities for improving the programmes designed for the mentally disabled adults were also considered. Chapter 1; was concluded by describing the scope of the study. In chapter 2; I formulated the assumptions about factors that could contribute towards the provision of effective programmes. The factors are vocational training programmes, basic literacy and numeracy skills, life skills, interpersonal skills, communication skills and self-help skills. After reading relevant documents on people with mental disabilities, conducting exploratory interviews with people on the field and based on my preliminary visit to Reakgona Adult Learning Centre, I came up with other factors that could contribute towards the provision of effective programmes. They are Centre Based Support Programmes and assessment programmes. This chapter was concluded by definition of the key concepts. This chapter was concluded by definition of the key concepts. In chapter 3; I described the design of the study. The main focus of this chapter was to discuss the two tracks of data collection. The first track was about reviewing and interrogating admission policy document of Reakgona Adult Learning centre while the second track had to do with data collection. I also explained how the collected data was analysed using qualitative data analysis method. This chapter was concluded with the reflections, which is about my experiences during the research process. Chapter 4; presented the empirical results of the study. It gave an account of the programmes, which are offered at the centre and the extent to which these programmes are of benefit to the target group. It also provided the description of the centre, vision, mission, aims and objectives, types of programmes and their characteristics. The hierarchical structure of the role players is also outlined. The final chapter (five) presented the final conclusion based on the findings of this study. It gave the overall conclusion of what the researcher has discovered during the research process and account on programmes, which might be effective for the mentally disabled adults at Reakgona Adult Learning centre. Recommendations for the improvement of the programmes were also outlined. This chapter was concluded with the recommendations for further study.
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Books on the topic "Mentally disabled"

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E, McCuen Gary, ed. Treating the mentally disabled. Madison, Wis: G.E. McCuen Publications, 1988.

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McCuen, Gary E. Treating the mentally disabled. Hudson WI: McCuen, Gary E., 1988.

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1948-, Parry John, Weiner Barbara A, and American Bar Federation, eds. The mentally disabled and the law. 3rd ed. Chicago, Ill: American Bar Foundation, 1985.

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Cantor, Norman L. Making medical decisions for the profoundly mentally disabled. Cambridge, Mass: MIT Press, 2005.

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National Swedish Board of Health and Welfare., ed. Human dignity: Respect and consideration for mentally disabled adults. Stockholm: Socialstyrelson, 1987.

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Tata Institute of Social Sciences., ed. Social work with mentally disabled children and their parents. Mumbai: Tata Institute of Social Sciences, 1997.

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Georges, Vernez, Rand Corporation, and California. Dept. of Mental Health., eds. Review of California's program for the homeless mentally disabled. Santa Monica, CA (P.O. Box 2138, Santa Monica 90406-2138): Rand Corp., 1988.

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A, Sullivan Nancy, Adcock Bev, United States. President's Committee on Mental Retardation., and Forgotten Generation Conference (1999), eds. The Forgotten generation: 1999 report to the President. Washington, DC: The Committee, 2000.

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American Bar Association. Commission on the Mentally Disabled., ed. Collection of data on public expenditure for care of the mentally disabled: An exploratory review for ABA Commission on the Mentally Disabled. Washington, D.C: Division of Public Service Activities, American Bar Association, 1994.

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Commission, Ireland Law Reform. Report on the liability in tort of mentally disabled persons. Dublin: The Commission, 1985.

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Book chapters on the topic "Mentally disabled"

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Reinders, Hans S. "Being Thankful: Parenting the Mentally Disabled." In The Blackwell Companion to Christian Ethics, 427–40. Oxford, UK: Blackwell Publishing Ltd, 2007. http://dx.doi.org/10.1002/9780470996690.ch32.

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Perlin, Michael L. "Criminal Confessions and the Mentally Disabled." In Criminal Court Consultation, 157–72. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4613-0739-6_11.

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Johansson, Stefan, Jan Gulliksen, and Ann Lantz. "Cognitive Accessibility for Mentally Disabled Persons." In Human-Computer Interaction – INTERACT 2015, 418–35. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-22701-6_31.

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Sadoff, Robert L. "The Elderly, the Mentally Retarded, and the Severely Mentally Disabled." In Ethical Issues in Forensic Psychiatry, 135–47. Chichester, UK: John Wiley & Sons, Ltd, 2010. http://dx.doi.org/10.1002/9780470971888.ch8.

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Kahn, James V. "Cognitive Assessment of Mentally Retarded Infants and Preschoolers." In Assessment of Young Developmentally Disabled Children, 163–82. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4757-9306-2_9.

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Skoff, Barry F. "The Utility of Neuropsychological Assessments of Mentally Retarded Individuals." In Behavioral Medicine with the Developmentally Disabled, 161–70. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4613-0999-4_12.

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Destefano, Louis J., and Karen H. Henault. "The Treatment of Chronically Mentally and Emotionally Disabled Patients." In Psychotherapy in managed health care: The optimal use of time & resources., 138–52. Washington: American Psychological Association, 1991. http://dx.doi.org/10.1037/10098-011.

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Mathur, Sunjay Nath, and Dominika Lipowska James. "Treatment of Special Groups: Children, Pregnant, Elderly, and Mentally Disabled." In Fibromyalgia, 139–64. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15820-4_10.

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Schelhowe, Heidi, and Saeed Zare. "Intelligent Mobile Interaction: A Learning System for Mentally Disabled People (IMLIS)." In Universal Access in Human-Computer Interaction. Addressing Diversity, 412–21. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-02707-9_47.

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Sulistyowati, Heny, Muhammad Saibani Wiyanto, and Susi Darihastining. "The Usage of Digital Media in Indonesian Language Learning in Mentally Disabled Children." In Atlantis Highlights in Social Sciences, Education and Humanities, 319–26. Dordrecht: Atlantis Press International BV, 2024. http://dx.doi.org/10.2991/978-94-6463-554-6_25.

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Conference papers on the topic "Mentally disabled"

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CIRLIGEANU, Margareta. "Communication Skill Formation at Mentally Disabled Children." In 15th Edition of the International Conference on Sciences of Education, Studies and Current Trends in Science of Education, ICSED 2017, 9-10 June 2017, Suceava (Romania). LUMEN Publishing House, 2018. http://dx.doi.org/10.18662/lumproc.icsed2017.12.

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Putri, Ni Luh. "Makeup Learning Model for Mentally Disabled Children." In Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-18.2018.103.

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Volkova, Olga, Anastasia Bembena, and Yuliya Artyomova. "DISTANCE LEARNING TECHNOLOGIES WITH MENTALLY DISABLED PEOPLE." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-089.

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The article presents both results of research and practical socio-pedagogical work, carried out jointly by the staff of Laboratory of Social Projects of Belgorod State University, Borisovsky Psychoneurological Boarding School and Non-governmental Organization of Social Initiatives "Vera". The project was being implemented from March until November 2018 in the Western region of Russia (Belgorod region). There were used methods of collecting primary sociological data such as (1) interviews with experts from the staff of the psychoneurological boarding school; (2) monitoring educational and social activities of people with mental health problems living in a psychoneurological boarding school. Training of people with mental health problems is an urgent social problem nowadays. This is the most vulnerable group of people of the educational process, studying in the classrooms. The results of research work demonstrates that there is a number of psychological and pedagogical problems in full-time training of people with mental health disorders. Among them are: (1) vivid emotional feedback in response to the actions of a teacher and other students due to the specifics of their diseases, decreasing of motivation for learning and inadequate level of self-esteem; (2) contravention in behavior caused by external conditions of the educational process and the surrounding environment. Distance education enable this category of people to avert above-mentioned problems. Under appropriate conditions, a person with mental health disorders is able to get a professional education and provide themselves financially, being a useful member of a society. As a result of scientific research and practical activities, there were established the most effective methods of distance learning for people with mental health disorders. They are as follows: (1) information and receptive method, involving the transmitting of information by means of various electronic didactic training tools, including different training facilities (textbooks, audio, video files); (2) reproductive method based on an algorithmic nature of the students' activities. This method assumes the implementation of various exercises and tasks in accordance with recommendations, the purpose of which is formation of practical skills and abilities; (3) method of cognitive visualization of cases from practical professional activities. The method assumes a positive color, sound and emotional background, since visibility in learning has not only illustrative, but also cognitive function; (4) research method, which demonstrates both independence of students and creative practical application of knowledge in unusual situations.
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Høyland, Karin. "Equal, normalized and included? Experiences with buying your own home for the mentally disabled." In The Evolving Scholar | ARCH22. The Evolving Scholar | ARCH22, 2024. http://dx.doi.org/10.59490/623b4890c51790735401903d.

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This project examines the practices of six Norwegian municipalities, which in a va-riety of ways are trying to enable mentally disabled residents to build or buy their own homes. The survey has confirmed some previous findings: the financing model operat-ed by the Norwegian State Housing Bank makes it possible for many mentally disabled persons to purchase homes on the ordinary housing market. However, even though private developers are without exception friendly, this appears to be a complicated and resource-demanding process. The cases show how municipalities can enable better processes in different ways. Leaving home can be a major upheaval both for young mentally disabled people and their parents, entailing changes in the young person’s re-sponsibilities, personal economy, and sense of independence. The overall objective is achieving inclusivity. Some of the homes are quite ordinary and are located among other similar homes, but our findings indicate that to date, residents experience little or no positive interaction with their other neighbors. Natural meeting places and commu-nal areas dedicated to entire neighborhoods occur only rarely in new housing projects. If we are to meet the objectives of inclusivity and participation, we have to expand our focus and not only look at the homes but also at the neighborhood in which the resi-dents shall be included.
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Wardaya, Puji, Diari Indiati, and Mr Budiyono. "Thematic Lesson of Mathematics of Light Mentally Disabled Children in Special School." In University of Muhammadiyah Malang's 1st International Conference of Mathematics Education (INCOMED 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/incomed-17.2018.67.

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Khotimah, Husnul. "The Learning of Sholat (Prayer) Movement for Mentally Disabled Children through Occupational Therapy." In Proceedings of the 6th International Conference on Community Development (ICCD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccd-19.2019.64.

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Naseer, F., S. Habib, S. RanaSaba, Z. Jamil, and R. Bibi. "CHALLENGES FACING MOTHERS OF MENTALLY DISABLED CHILD (A SOCIOLOGICAL STUDY OF MOTHERS EXPERIENCES)." In International Conference on Social Sciences. The International Institute of Knowledge Management, 2023. http://dx.doi.org/10.17501/2357268x.2022.6202.

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Khoirunnisa, Rizkha, Yulia Giyanto, Atma Risanti, Luqyana Dhiya Amira, Uut Fauziyah, and Sopingi Sopingi. "Rumah Cerdas Bina Diri for Mentally Disabled in Banturejo Village, Ngantang District, Malang." In 1st International Conference on Early Childhood and Primary Education (ECPE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ecpe-18.2018.39.

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Soenaryo, Siti Fatimah, Beti Istanti Suwandayani, and Reni Dwi Susanti. "Implementation of Traditional Music Tools in Cultural and Art Learning for Mentally Disabled Students." In Proceedings of the International Conference on Educational Psychology and Pedagogy - "Diversity in Education" (ICEPP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.120.

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Marnik, Joanna, Slawomir Samolej, Tomasz Kapuscinski, Mariusz Oszust, Marian Wysocki, Pioir Szczerba, and Przemyslaw Ogorzalek. "Computer vision and graphics based system for interaction with mentally and physically disabled children." In 2010 3rd International Conference on Human System Interactions (HSI). IEEE, 2010. http://dx.doi.org/10.1109/hsi.2010.5514524.

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Reports on the topic "Mentally disabled"

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Momany, Elizabeth T., Robert A. Bacon, Raymond A. Kuthy, Dianne M. McBrien, Natoshia M. Askelson, Donald L. Chi, Jane M. Chalmers, Scott D. Lindgren, and Peter C. Damiano. Health Care Utilization by Iowa Medicaid Enrollees Identified as Mentally Retarded/Developmentally Disabled. Final Report to the Iowa Department of Human Services. Iowa City, Iowa: University of Iowa Public Policy Center, December 2008. http://dx.doi.org/10.17077/4nd4-ekhu.

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Claricoats, Liam. Barriers into Higher Education for disabled students. Sheffield Hallam University, 2024. http://dx.doi.org/10.7190/steer/barriers_disabled_students.

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According to Sheffield Hallam University’s Access and Participation Plan (20/21-24/25), there has been an increased number of disabled students entering Higher Education (HE), with 14.6% of students declaring a disability in the sector. Therefore, this review of the literature explored potential barriers into Higher Education for students with disabilities. Within Higher Education institutions, disabled students may be categorised into having ‘mental health’, ‘cognitive and learning’, ‘sensory, medical and physical’ or ‘multiple impairment’ related disabilities. This review was commissioned in collaboration with the Higher Education Progression Partnership (South Yorkshire), with the aim of identifying barriers into Higher Education institutions for disabled students. Evidence provided from this literature review is intended to assist in developing a rationale for an intervention design and delivery that alleviates the barriers into Higher Education for disabled students. From examining the literature, a prominent barrier that emerged was a lack of accessibility at university. For instance, an inconsistent willingness from tutors to make reasonable adjustments to assessments, a lack of understanding of autism spectrum disorder (ASD) characteristics and spread-out university campus buildings that were inaccessible for students with Cerebral Palsy/walking disabilities. The research findings also revealed that there was a lack of accessible spaces on campus for disabled students, especially for students with ASD to interact. Furthermore, disabled students’ perceptions of stigmatisation and discrimination of disclosing their disability was another key barrier into Higher Education. For instance, during the application process to university, students believed that it would jeopardise their opportunity to be accepted into their chosen Higher Education institution if they were to disclose their disability.
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Li, Mengqian, Hongguang Chen, Hui Li, Yunyue Li, Yilu Wang, and Xing Wang. Mental health of physical disabled and interventions for it: a protocol for a scoping review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, February 2023. http://dx.doi.org/10.37766/inplasy2023.2.0084.

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Study Well, Stay Well: An exploration of the relationship between academic skills development and student wellbeing. Sheffield Hallam University, 2023. http://dx.doi.org/10.7190/steer/study_well.

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This review of the literature examined academic skill development and student wellbeing within a Higher Education context. This review was commissioned by the Study Well, Stay Well Working Group at Sheffield Hallam University. This is a cross institutional collaboration between the Skills Centre and Student Support Services, with the aim of increasing student mental wellbeing via academic skill development. Evidence provided from this literature review is intended to assist in developing a rationale for an intervention design and delivery, whilst also demonstrating approaches to evaluation and the identification of outcomes and measures. Upon review of this evidence and that gathered from Listening Rooms research, a Theory of Change will be co-designed with students and key stakeholders to support student wellbeing via the development of academic skills. This review initially explored the relationship between academic skill development and student wellbeing in Higher Education institutions. Additionally, specific academic skills emerged as being predominantly associated with improving mental wellbeing in the student population. Moreover, an examination into any academic skill-based interventions that have attempted to impact upon students’ mental wellbeing was conducted. Peer mentoring interventions were predominantly used within research, although, academic writing workshops and embedding wellbeing into the curriculum were also implemented. The third research question focused on any nuances in this evidence for particular student groups, such as disabled and mature students. Very limited research has considered the impact of academic skill-based interventions for particular student groups; however, available research did indicate positive outcomes for these students’ mental wellbeing. Lastly, the data gathering methodologies that were employed to evaluate the impact of these interventions are discussed, followed by key recommendations based on the included research.
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