Journal articles: 'People with mental disabilities Mainstreaming in education'

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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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Majnemer, Annette, Patrick J. McGrath, Jennifer Baumbusch, Chantal Camden, Barbara Fallon, Yona Lunsky, Steven P. Miller, et al. "Time to be counted: COVID-19 and intellectual and developmental disabilities—an RSC Policy Briefing." FACETS 6 (January 1, 2021): 1337–89. http://dx.doi.org/10.1139/facets-2021-0038.

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The COVID-19 pandemic has impacted the lives and well-being of all people globally, with consequences being observed across all domains from physical and mental health, to education and employment outcomes, to access to community supports and services. However, the disproportionate impact of the COVID-19 pandemic and its associated public health restrictions on individuals with intellectual and developmental disabilities (IDD) has largely been overlooked. Not only do people with IDD have a greater risk of severe complications and death from the virus as shown in large-scale studies, but they also face significant short- and long-term consequences of COVID-related public health measures on their mental health and well-being. At a time when this vulnerable population is already feeling undervalued, ignored, and forgotten, it is imperative that the risks facing adults and children with IDD—as well as their families and caregivers—are recognized, valued, and addressed through a disability-inclusive approach to Canada’s pandemic policy response planning. This requires both a mainstreaming of disability inclusion into all COVID-19 response and recovery policies as well as disability-specific policies to address the unique barriers and challenges encountered by people with IDD during the pandemic. The recommendations in this policy briefing aim to achieve a more inclusive, accessible, and sustainable Canada for people with IDD both during and after the pandemic—an approach that will result in benefits for all of society.

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Shumaieva, Svitlana, and Svitlana Kovalenko. "HISTORY OF INCLUSIVE EDUCATIONAL PRACTICES IN THE USA." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (March 31, 2021): 157–63. http://dx.doi.org/10.31499/2307-4906.1.2021.228834.

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The article analyzes the historical stages of inclusive education in the United States: the first – 1960 – the stage of segregation and marginalization of people with special educational needs, the second (from 1968 to 1975) – the stage of normalization, the idea of involving disabled students in the educational environment, the third stage – educational mainstreaming (1975–1983), the fourth stage – (1983–2004) – inclusive education characterized by joint training of people with special needs with peers using typical development, the fifth –mixed educational system – a comprehensive inclusive education system starting in 2004 and until now in the United States.It was determined that the definition of “special educational needs” (learning disability), means developmental delay, disorder of one or more processes related to speaking, reading, pronunciation, writing or arithmetic abilities as a result of possible cerebral dysfunction, but not in the result of mental disorders, loss of sensitivity, cultural, educational or upbringing factors. It has been found that disorder or disability is not one specific concept, but often a mixture of disorders grouped under one broad term, and inclusive education is seen as “the process of addressing and responding to the diverse needs of students by ensuring their participation in learning, cultural activities and community life and reducing exclusion in education and the learning process”. Now intellectual level is determined by using standard intelligence tests, mostly Stanford-Binet, that allows to use individualized curricula as a basis for teaching children with disabilities in inclusive settings. But it is still clear that even in such circumstances, the problems of inclusive education remain to be complex and ambiguous. Keywords: special educational needs, children with disabilities, inclusive environment, inclusion, child with special educational needs, inclusive education, state acts, US general education system.

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Kelman, Lucy V., William R. Lindsay, Frank M. McPherson, and Zelda Mathewson. "Smoking Education for People with Learning Disabilities." British Journal of Learning Disabilities 25, no. 3 (September 1997): 95–99. http://dx.doi.org/10.1111/j.1468-3156.1997.tb00019.x.

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Stavis, Paul F. "The Rights of People With Mental Disabilities." Mental Retardation 35, no. 5 (October 1997): 402–5. http://dx.doi.org/10.1352/0047-6765(1997)035<0402:br>2.0.co;2.

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Simpson, Richard L., and Brenda Smith Myles. "Parents' mainstreaming modification preferences for children with educable mental handicaps, behavior disorders, and learning disabilities." Psychology in the Schools 26, no. 3 (July 1989): 292–301. http://dx.doi.org/10.1002/1520-6807(198907)26:3<292::aid-pits2310260311>3.0.co;2-s.

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Boutin, Daniel L. "Exploring Postsecondary Education and Competitive Employment for People with Mental Illness." Journal of Applied Rehabilitation Counseling 40, no. 2 (June 1, 2009): 13–21. http://dx.doi.org/10.1891/0047-2220.40.2.13.

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As more people with psychiatric disabilities seek postsecondary education opportunities to improve their employability and to eventually earn wages averaging higher than those without collegiate experience, institutions of higher education throughout the United States are seeing significant increases in the enrollments of this population. The State-Federal Vocational Rehabilitation (VR) Services program continues to serve as a valuable resource for people with disabilities who attend colleges and universities across the nation. A hierarchical logistic regression analysis was used to determine the effectiveness of VR services for people with psychiatric disabilities who also received college and university training. The Rehabilitation Services Administration 911 database for fiscal year 2006 was used to identify nine services related to the successful closure of this group of consumers. Results are discussed in relation to their importance for rehabilitation counselors.

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Czajka, Roman, and Józefina Furmańczyk. "Physically disabled people in higher education buildings." BUILDER 284, no. 3 (February 24, 2021): 78–81. http://dx.doi.org/10.5604/01.3001.0014.7442.

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The aim of this study is to present analyses carried out in higher education buildings in terms of accessibility for people with physical disabilities. The essence of the research is to find solutions that improve both the physical and mental condition of people with reduced mobility. Methodology of this paper was introduced on two levels. First was analysis of literature and design solutions, that have a direct impact on the movement of disabled students and employees around educational institutions. Second was preparation of sketches and diagrams presenting the research results (graphical method). The above research and analyses extend the study field on the concept of movement of people with physical disabilities to issues of educational facilities and present a series of design guidelines, that can be proposed in this type of space. People with physical disabilities are very often excluded from academic life due to insufficient adaptation of facilities to their needs and capabilities. well organized space ensures physical safety, protecting the user from injuries, while the design of the aesthetics of the interior space can contribute to the improvement of mental health.

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ARDESA, YOPI HARWINANDA. "Rights Of Disabilities To Education, Occupation, Health, Social Welfare, And Accessibility." Jurnal Keterapian Fisik 5, no. 1 (May 4, 2020): 48–54. http://dx.doi.org/10.37341/jkf.v5i1.211.

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Background: People with disabilities are those with physical or mental limitations in long term. People with disabilities have some rights they deserve such as rights to education, occupation, health, social welfare, and accessibility. Method and Subject: This research was conducted on December 2019, in Colomadu Sub District using questionnaire with cross-section design. The subject used consisted of 23 quadriplegic persons. Result: Out of 23 quadriplegic persons, the result of analysis showed significant score of 0.236 between people with disabilities and right to education, of 0.167 between people with disabilities and right to occupation, of 0.313 between people with disabilities and right to health, of 0.150 between people with disabilities and right to social welfare, and of 0.762 between people with disabilities and right to accessibility, with p > 0.05. Conclusion: The rights of people with disabilities (disability people) have not been fulfilled yet in Colomadu Sub District.

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J. Razza, Nancy, Laura Schwartz Dayan, Daniel Tomasulo, and Michelle S. Ballan. "Intellectual disability and mental health: is psychology prepared?" Advances in Mental Health and Intellectual Disabilities 8, no. 6 (October 28, 2014): 381–89. http://dx.doi.org/10.1108/amhid-04-2014-0010.

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Purpose – The purpose of this paper is threefold: to document the relationship between intellectual disability (ID) and psychopathology; to raise awareness of the ongoing lag in professional training for psychologists in the area of mental health treatment for people with intellectual disabilities; and, to provide recommendations for advancing professional education and, ultimately, adequate mental health treatment availability for people with intellectual disabilities. Design/methodology/approach – The paper reviews the literature on prevalence of mental health problems in people with intellectual disabilities. At the same time, the paper reviews the training of psychologists relative to the burgeoning growth in awareness of the mental health needs of people with intellectual disabilities. Findings – The paper concludes that ID is a significant risk factor for psychopathology. In addition, the paper concludes that the education of psychologists regarding the mental health needs of people with intellectual disabilities is insufficient. The authors document the need for incorporating research and treatment advances related to intellectual disabilities and mental health into to the professional training of psychologists. The paper also describe the potential this training holds for improving both the lives of people with intellectual disabilities and the overall competence of psychologists. Practical implications – This paper provides a literature-based rationale for the need to include education in the mental health needs of people with intellectual disabilities into the general training of mental health professionals. In addition, it provides specific recommendations for how such training can be incorporated into graduate psychology programs. Originality/value – This paper provides mental health professionals with a review of the growth in understanding of the enormous, unmet mental health needs of people intellectual disabilities, and of the critical role of ID in development of mental health problems. Moreover, this paper builds the case for an important revision in the training of psychologists to include competence in understanding and treating mental health problems across the full spectrum of intellectual functioning.

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Spiller, Mary Jane, Helen Costello, Agnieszka Bramley, Nick Bouras, Graham Martin, Elias Tsakanikos, and Geraldine Holt. "Consumption of Mental Health Services by People with Intellectual Disabilities." Journal of Applied Research in Intellectual Disabilities 20, no. 5 (September 2007): 430–38. http://dx.doi.org/10.1111/j.1468-3148.2007.00387.x.

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Olsen, Angela. "More than pictures: who sets the agenda for sexuality education for people with learning disabilities?" Tizard Learning Disability Review 22, no. 2 (April 3, 2017): 66–70. http://dx.doi.org/10.1108/tldr-01-2017-0002.

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Purpose The purpose of this paper is to provide a commentary on Cameron and Matthews’ paper “More than pictures: developing an accessible resource”. Design/methodology/approach It reflects on how much people with learning disabilities are involved in research and resource development and how the attitudes of caregivers impact on how people learn about sexuality. Findings Most published research is written by people who do not have learning disabilities but people with learning disabilities are taking part in research and they are making changes to the way things happen. Parents, educators and caregivers are often reluctant to discuss sexuality with people with learning disabilities and this affects how much people can understand about it. Originality/value This paper argues for greater involvement of people with learning disabilities in research processes.

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MANSBACH-KLEINFELD, IVONNE, RACHEL SASSON, SHIFRA SHVARTS, and ALEXANDER GRINSHPOON. "What Education Means to People with Psychiatric Disabilities: A Content Analysis." American Journal of Psychiatric Rehabilitation 10, no. 4 (November 13, 2007): 301–16. http://dx.doi.org/10.1080/15487760701680554.

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Corby, Deirdre, Laurence Taggart, and Wendy Cousins. "The lived experience of people with intellectual disabilities in post-secondary or higher education." Journal of Intellectual Disabilities 24, no. 3 (October 9, 2018): 339–57. http://dx.doi.org/10.1177/1744629518805603.

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The transformational role education plays in the lives of people with intellectual disabilities has not been fully examined. The purpose of this study was to explore and investigate the meanings people with intellectual disabilities construct of their experiences in post-secondary and higher education. Heideggerian hermeneutic phenomenology was the qualitative methodology adopted for the study. Individual interviews were conducted with 27 people with intellectual disabilities and analysed in stages. These stages included the creation of I-Poems offering a unique opportunity for individual participant voices to be heard. Three core themes emerged to describe living an authentic life: learning (with the emphasis on increased skills, independence and opportunities); relationships (in particular, the importance of friendships), and perceptions including the existing realities of life for those with intellectual disabilities. The findings advance previous work highlighting the link between living a more authentic life and how education transforms how people with intellectual disabilities view themselves.

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Georgescu, Dan, and Anne Styp von Rekowski. "The Swiss mental healthcare system for people with intellectual disabilities." Advances in Mental Health and Intellectual Disabilities 12, no. 3/4 (July 2, 2018): 135–44. http://dx.doi.org/10.1108/amhid-04-2018-0020.

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Purpose The purpose of this paper is to describe the mental healthcare system for people with intellectual disabilities (ID) in Switzerland. It covers the current provision of mental healthcare services as well as educational and research aspects, and summarises both the historical development and the current data on demography, health economics, legislation and national policy. Design/methodology/approach The authors performed an extensive literature research and evaluated the (very sparse) literature, conducted some interviews with recognised experts and carried out extensive internet-based research on the topic. Findings There are numerous, well-funded, well-staffed and well-equipped facilities for people with ID. These facilities have highly trained special education teachers and social education workers. Legislation, the insurance system as well as the policies and strategies on a national level are basically in line with people’s with ID needs. On the other hand, there are too few specialist physicians and psychologists, not enough training centres and too few specialist psychiatric services, both inpatient and outpatient. Medical and psychological research in this field is also insufficient. Practical implications In Switzerland, the development of treatment facilities typically does not start with a decision by a central authority to implement a policy in a top-down process. Usually, these organisations develop on the basis of some local initiatives and spread throughout the country. The process is likely to be similar in the case of services for people with mental health and intellectual disabilities (MHID), and the situation can be expected to be much better throughout the country within a few years. Furthermore, specific training programmes are expected to be created for physicians and psychologists of various disciplines, to promote an interdisciplinary approach. Originality/value This review fills a gap in that there are very few published reviews on the provision of MHID services in Switzerland.

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Attoe, Chris, Gregoire Billon, Samantha Riches, Karina Marshall-Tate, James Wheildon, and Sean Cross. "Actors with intellectual disabilities in mental health simulation training." Journal of Mental Health Training, Education and Practice 12, no. 4 (July 10, 2017): 272–78. http://dx.doi.org/10.1108/jmhtep-04-2017-0024.

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Purpose People with intellectual disabilities experience poorer health outcomes than the general population, and a significantly increased risk of mental health comorbidity. Their access to healthcare has been consistently shown as inadequate, and their access to mental health support is still largely wanting. Adequate training and education should improve these shortcomings but there is limited evidence available as to the best way to achieve this. The paper aims to discuss these issues. Design/methodology/approach This paper reports on the co-production and co-delivery of a simulation training course to support healthcare professionals to provide care for people with intellectual disabilities, with a particular focus on their mental health needs. This training was designed with actors with intellectual disabilities, who participated as simulated patients in scenarios during the course and subsequently provided feedback on their experience. Findings This paper focusses on the positive experiences of the simulated patients, reporting on and interpreting their direct feedback on their experience of contributing to the development and delivery of the course and being involved as co-educators. Originality/value It is highlighted that the co-production and delivery of this simulation training with people with intellectual disabilities has the potential to realise some of the key principles called upon when attempting to improve how they are treated, by illustrating concrete participation, independence, and access to fulfilling lives. The value and benefits of interprofessional education to achieve these educational aims is further highlighted, particularly for the potential to generate a sense of shared responsibility within mainstream services in caring for people with intellectual disabilities.

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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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Strydom, Andre, Angela Hassiotis, and Gill Livingston. "Mental Health and Social Care Needs of Older People with Intellectual Disabilities." Journal of Applied Research in Intellectual Disabilities 18, no. 3 (September 2005): 229–35. http://dx.doi.org/10.1111/j.1468-3148.2005.00221.x.

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McCarthy, Jane. "Caring for the Physical and Mental Health of People with Learning Disabilities." Journal of Applied Research in Intellectual Disabilities 24, no. 4 (June 6, 2011): 388. http://dx.doi.org/10.1111/j.1468-3148.2010.00617.x.

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Whittle, Erin Louise, Karen Raewyn Fisher, Simone Reppermund, and Julian Trollor. "Access to mental health services: The experiences of people with intellectual disabilities." Journal of Applied Research in Intellectual Disabilities 32, no. 2 (October 10, 2018): 368–79. http://dx.doi.org/10.1111/jar.12533.

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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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Nikolić, Milena. "Attitudes of education and rehabilitation students towards individuals with intellectual disabilities." Hrvatska revija za rehabilitacijska istraživanja 57, no. 1 (June 24, 2021): 116–27. http://dx.doi.org/10.31299/hrri.57.1.6.

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The attitudes of education and rehabilitation students towards people with intellectual disabilities are very important, because they aim to be future professionals who will provide educational and rehabilitation treatment to these people, as well as advocates for their rights and needs. This study aimed to analyse the attitudes of students towards people with intellectual disabilities and to determine whether their attitudes differed based on self assessments and sources of knowledge about intellectual disabilities, ways of getting to know a person with intellectual disabilities, and number of years of education. The study involved 100 students undergoing their first cycle of studies at the Faculty for Special Education and Rehabilitation, University of Tuzla. The Mental Retardation Attitude Inventory-Revised (MRAI-R) and a general questionnaire were used in this study. The results show that students express positive attitudes towards people with intellectual disabilities, they are positive about educational integration of these people, and respect their rights. They do not express to need to socially distance from them and do not attribute unfavourable characteristics to these people. There were no differences in attitudes based on self-assessments of knowledge and the sources of knowledge about intellectual disabilities, or the way in which they got to know a person with intellectual disabilities. There was a significant difference in attitudes based on the number of years of education: fourth-year students were observed to express the highest degree of positive attitudes towards people with intellectual disabilities globally and towards the integration of these people in society, and they expressed the lowest level of social distance. Given the small sample of research subjects, as well as the fact that the study involved students of one education and rehabilitation faculty. in Bosnia and Herzegovina, the results obtained and the conclusions derived from them should be considered with caution. Future research should include a larger sample of education and rehabilitation students to verify the results obtained in this study.

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Craft, Ann. "Issues in sex education for people with learning disabilities in the United Kingdom." Sexual and Marital Therapy 9, no. 2 (April 1994): 145–57. http://dx.doi.org/10.1080/02674659408409577.

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Maine, Andrew, Michael Brown, and Maria Truesdale. "Diabetes and people with learning disabilities: issues for policy, practice, and education." Tizard Learning Disability Review 25, no. 1 (January 13, 2020): 26–34. http://dx.doi.org/10.1108/tldr-05-2019-0020.

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Purpose The purpose of this paper is to present an overview of the extant literature on diabetes in people with learning disabilities (LD) and discuss implications for policy, practice and research. Design/methodology/approach The key findings are extracted from qualitative and quantitative studies and recent systematic literature reviews. These findings are discussed in the areas of prevalence, treatments and implications. Findings The complex health needs of people with LDs who are diagnosed or at risk of developing diabetes are gaining wider recognition, and recent studies have begun to implement and evaluate potential solutions. Further analysis and alignment between services is required. Originality/value Following a dearth of studies on diabetes in people with LD, the past decade has seen a sudden upsurge in large and diverse set of studies. This paper provides an overview on the extent of this study.

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Brown, Roy I. "People in Need: Challenges and Dilemmas." Australasian Journal of Special Education 18, no. 2 (1994): 3–10. http://dx.doi.org/10.1017/s1030011200023150.

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Historical OverviewThe recorded history of disability is long yet, apart from the past 50 years, sparse. There is anthropological evidence that early man may on occasion have cared and protected persons with disabilities. For example Hadingham (1979) cites evidence of formal burial, around 45 thousand BC, of an individual (40 years plus) with long standing physical disabilities, but in later records there is also evidence of exploitation. In more recent times the records of the American Mental Deficiency Society - A Century of Concern (Sloan and Stevens, 1976) - indicate that a variety of both benign and restrictive approaches have been tried. The ideas of normalization, vocational employment, sterilization, incarceration were all proposed though sometimes not under these headings.Developments during the past 50 years have been rapid and have been directed to scientific, practical and, more recently, societal approaches to disability. Yet, as I have indicated, these changes had their roots in earlier developments in the 19th and early 20th centuries. Itard and Seguin developed learning strategies which forecast modern learning and behavioural management techniques. Binet’s (1916) concern with disadvantaged students paved the way for intelligence testing, but also added fuel to the development of the nature-nurture controversy which was influenced by the views of Galton and Darwin.

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Kavanagh, Sophie. "Guide to Mental Health for Families and Carers of People with Intellectual Disabilities." Journal of Applied Research in Intellectual Disabilities 19, no. 2 (June 2006): 223–24. http://dx.doi.org/10.1111/j.1468-3148.2006.00254.x.

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Smith, J. David. "The Power of Mental Retardation: Reflections on the Value of People With Disabilities." Mental Retardation 38, no. 1 (February 2000): 70–72. http://dx.doi.org/10.1352/0047-6765(2000)038<0070:tpomrr>2.0.co;2.

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Elstner, Samuel, and Michael-Mark Theil. "The health and social care of people with disabilities in Germany." Advances in Mental Health and Intellectual Disabilities 12, no. 3/4 (July 2, 2018): 99–104. http://dx.doi.org/10.1108/amhid-03-2018-0015.

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Purpose The purpose of this paper is to present information on the health care system in Germany with the focus on mental health care in people with intellectual disabilities (ID). Design/methodology/approach The paper is descriptive providing an overview of the general structure of the German health care system with historical and economic background. The paper also provides further information on the general social and health care in Germany for people with ID and medical education in the field of ID is used. Findings There is a highly developed health care infrastructure in Germany but health care for people with ID is not co-ordinated or universal. Mental health care for people with ID is predominantly in in-patient services. Only in recent years, out-patient services for people with ID have been developed. There is a little emphasis in medical education on the health care needs of people with ID. Originality/value The value of this paper is its description of health care in Germany and services for people with ID.

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Walder, Anna, Robert Green, and Sujata Soni. "Avoiding delays in diagnosis: the importance of proactive liaison and education of staff in the general hospital." Advances in Mental Health and Intellectual Disabilities 8, no. 6 (October 28, 2014): 399–402. http://dx.doi.org/10.1108/amhid-04-2014-0012.

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Purpose – The purpose of this paper is to illustrate the difficulties patients with intellectual disabilities face when they present to a general hospital with ambiguous symptoms and highlights the importance of adequate training for general staff in caring for people with learning disabilities. Design/methodology/approach – The authors describe the pathway of a person with a learning disability and mental health problems from A&E, through a general hospital, to discharge and the problems encountered in terms of diagnostic clarity and subsequent treatment. Findings – Delay in recognising a psychiatric cause for his symptoms and wrongly attributing his symptoms to his learning disability may have led to a protracted admission and invasive tests. Originality/value – Education of healthcare professionals and proactive liaison work can help improve outcomes for people with intellectual disabilities when they are admitted to generic services.

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Granello, Darcy Haag, and Joe E. Wheaton. "Attitudes of Undergraduate Students Toward Persons with Physical Disabilities and Mental Illness." Journal of Applied Rehabilitation Counseling 32, no. 3 (September 1, 2001): 9–16. http://dx.doi.org/10.1891/0047-2220.32.3.9.

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Undergraduate students (n=128) in courses in the college of education at a large, Midwestern university completed two instruments designed to determine their attitudes toward people with physical disabilities and those with mental illnesses. Instruments were the Community Attitudes Toward the Mentally III (CAM!) and the Modified Issues in Disabilities Scale (MIDS). Results indicated that, overall, students held positive views toward persons with both types of disabilities. However, contrary to previous research, students held slightly more positive attitudes toward persons with mental illnesses than toward persons with physical disabilities.

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Davies, Jill, and George Matuska. "Workforce development: perspectives from people with learning disabilities." Tizard Learning Disability Review 23, no. 4 (October 1, 2018): 165–72. http://dx.doi.org/10.1108/tldr-04-2017-0018.

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Purpose Research into the skills and competencies required by staff working with people with learning disabilities has concentrated on staff views. The purpose of this paper is to explore what people with learning disabilities want from the workforce supporting them. The evaluation was commissioned by Health Education England working across Kent, Surrey and Sussex (HEE KSS). Design/methodology/approach An easy read questionnaire, co-produced with people with learning disabilities, was completed with 70 participants, 65 of whom attended one of 10 workshops. Two questionnaires were also completed by parents on behalf of their child. The workshops also allowed for open discussion. Findings People with learning disabilities value a workforce with a positive attitude, with staff who are skilled in supporting people to gain independence and have a voice. Research limitations/implications Findings are relevant to staff recruitment, matching of staff to services and staff training. Originality/value Although there is some previous research around service user views, this evaluation had a larger sample size. The findings were similar to previous studies, particularly around the kind of qualities required from staff, which were the ability to listen, have trust and be able to learn specific skills. Although the highest representation was from young people and young adults, participants ranged from 12 to over 65 years. Differences in views according to participant age ranges are also noted.

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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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Husieva, Tetyana. "THE ROLE OF EMPLOYMENT OF PEOPLE WITH INTELLECTUAL DISORDERS." Scientific Journal of Polonia University 43, no. 6 (June 18, 2021): 30–37. http://dx.doi.org/10.23856/4304.

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The article provides a theoretical analysis of the role of work in the correction of people with disabilities due to intellectual disabilities. Different types of work in special institutions are outlined. The role of work in the education and development of people with disabilities due to intellectual disabilities is now particularly important due to the difficulties in preparing them for practice. In Ukraine, state and public systems of educational institutions and establishments have been created and are constantly developing, in order to cover all people with disabilities. An integral part of this system are special institutions where people with disabilities who have certain deviations of physical or mental development can study, get educated, prepare for independent life and socially useful work. People with disabilities should be oriented about the role they play in the work force of the society; in that they should provide useful and affordable work. This is done in order to prepare themselves for socially useful activities, they must see the main goal to be pursued in the learning process. In the system of pedagogical measures to influence the psyche of a person with a disability due to intellectual disabilities work is one of the most important means of correcting intellectual disabilities. The corrective value of employment for people with disabilities due to intellectual disabilities is that work greatly contributes to the education of positive personality traits. It is known that people with intellectual disabilities make poor use of work skills in new situations. Work contributes to the application of knowledge and skills acquired during training in practical activities outside the institution.

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Karpova, N. A. "General Problems of Professional Orientation of Young People with Severe Mental Development Disorders and Intellectual Disabilities." Autism and Developmental Disorders 18, no. 2 (2020): 49–54. http://dx.doi.org/10.17759/autdd.2020180207.

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In Russian society, more preciseattention is paid to the problems of vocational guidance, training, employment of young people with severe mental disabilities. This article reveals the problems of professional orientation of young people with severe mental development disorders. The specialists of the Center for Social Adaptation and Professional Training of Young People with Autism Spectrum Disorders with Mental Disabilities at Technological College No. 21 in Moscow for a long time deal with professional orientation and education of people with severe mental disorders. The Center for Social Adaptation and Professional Training for Young People with Autism Spectrum Disorders with Pronounced Mental Disabilities Technological College No. 21 in Moscow is working on vocational guidance and training. The work demonstrates the importance of the process of vocational guidance for people with severe developmental disorders, Also article reveals certain difficulties in solving this problem. Two large groups of problems are distinguished - external and internal: social problems that impede the ability of young people with severe mental disabilities to choose a profession, and problems associated with the organization of career guidance activities themselves. It is noted that new opportunities for career guidance are currently opening up, as specialists shift the focus from the limitations of young people to their advantages and opportunities.

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Maxwell, Sarz. "Care of people with dual disabilities in the mental health system: Education vs. attitude rehabilitation." Psychiatric Rehabilitation Skills 5, no. 1 (March 2001): 197–215. http://dx.doi.org/10.1080/15487760108415428.

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Redquest, Brianne, and Yona Lunsky. "Commentary on “Diabetes and people with learning disabilities: issues for policy, practice and education”." Tizard Learning Disability Review 25, no. 1 (February 27, 2020): 35–39. http://dx.doi.org/10.1108/tldr-11-2019-0035.

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Purpose There has been an increase in research exploring the area of intellectual and developmental disabilities (IDD) and diabetes. Despite being described as instrumental to diabetes care for people with IDD, the role and experiences of family carers, such as parents and siblings, are often neglected in this research. However, it is clear that family carers do not feel that they have sufficient knowledge about diabetes. The purpose of this commentary is to extend the content from “Diabetes and people with learning disabilities: Issues for policy, practice, and education (Maine et al., 2020)” and discuss how family carers can feel better supported when caring for someone with IDD and diabetes. Design/methodology/approach This commentary discusses specific efforts such as STOP diabetes, DESMOND-ID and OK-diabetes for people with IDD including family carers. Encouragement is given for health care providers to recommend such programmes to people with IDD and their family carers. It is also suggested that health care providers involve family carers in diabetes care planning and implementation for people with IDD. Findings It is hoped that if changes are made to current diabetes practices and more research with family carers is conducted, diabetes prevention and management for people with IDD will be more successful and family carers can feel more confident in providing support to their loved ones. Originality/value Research exploring the role of family carers in diabetes care for people with IDD and diabetes is very limited. This commentary makes recommendations to help family carers feel better supported in their role. It also provides areas for future research.

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Kang, Han-Nu-Ri, Kang-Sook Lee, JuYeon Koh, YuJin Park, and HyunKyung Shin. "The Factors Associated with Attempted Smoking Cessation and Successful Four-Week Smoking Abstinence According to the Types of Disability in Seoul, Korea." International Journal of Environmental Research and Public Health 18, no. 7 (March 29, 2021): 3548. http://dx.doi.org/10.3390/ijerph18073548.

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This study investigated smoking behaviors by disability type among people with disabilities in Korea and identified factors associated with attempted smoking cessation and successful four-week smoking abstinence. Data were collected between 1 January 2018 and 31 December 2019. Predictors of attempted smoking cessation and successful four-week smoking abstinence were analyzed by disability type in 557 participants. Compared to people with mental health disorders, people with physical disabilities or brain lesions were more likely to attempt smoking cessation, and people with physical or internal disabilities were more likely to successfully abstain for four weeks. Common predictors of smoking cessation attempts and four-week abstinence were education level and CO level. Employment status predicted attempted cessation, while confidence in smoking cessation predicted four-week abstinence. To provide effective smoking cessation services for people with disabilities, disability type should be considered, and comprehensive and sustainable community-based programs need to be developed. Furthermore, a standardized survey of people with disabilities should be conducted to examine socioeconomic factors, including health status, employment, and education level, and to explore fundamental measures needed to address the problem of smoking among people with disabilities.

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Gratsa, Anastasia, Mary Jane Spiller, Geraldine Holt, Theresa Joyce, Steven Hardy, and Nick Bouras. "Developing a Mental Health Guide for Families and Carers of People with Intellectual Disabilities." Journal of Applied Research in Intellectual Disabilities 20, no. 2 (March 2007): 77–86. http://dx.doi.org/10.1111/j.1468-3148.2005.00296.x.

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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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Marshall-Tate, Karina. "Enhancing clinical practice: reducing health inequalities – reflections on a clinical education and training partnership." Advances in Mental Health and Intellectual Disabilities 10, no. 6 (November 7, 2016): 342–48. http://dx.doi.org/10.1108/amhid-10-2016-0029.

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Purpose The purpose of this paper is to outline a two-year project designed to reduce health inequalities and improve health outcomes of people with intellectual disabilities using health services in South London by raising awareness and increasing health staff confidence and capability. Design/methodology/approach The project was conducted in two stages. In stage 1, a mapping exercise was undertaken to establish existing intellectual disabilities education and training availability. In stage 2, a network of stakeholders was formed and education and training materials were developed and delivered. Findings A formal evaluation of the project is underway and this paper seeks to share information about the project. That said prima facie data appear to indicate that health staff who attended education and training events learned new knowledge and skills that they could implement in their practice, increasing confidence and capability. Research limitations/implications Health staff who attended the events appeared to have an interest in intellectual disabilities and wanted to increase their knowledge and skills base. This means that there is a significant group of health staff that the project was unable to reach or who may not know that they need to know about intellectual disabilities. The results of the project have not yet been formally analysed. Practical implications Work-based education and training events can have a positive impact on health staff capability and confidence, however, it would appear that only those who already have an interest in the field or recognise its value to their own practice attend such events. To truly capture all health staff intellectual disabilities needs to be visibly included in all health curricula. Originality/value This project has not focussed on one profession or one aspect of healthcare and has embraced the values of inter professional and inter agency learning; this has enabled health staff to learn from each other and think in a “joined up” way replicating the realities of providing healthcare to people with intellectual disabilities.

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Couture, G., and M. S. Daigle. "Evaluation of an affection, love and sex education program for people with moderate intellectual disabilities." European Psychiatry 26, S2 (March 2011): 899. http://dx.doi.org/10.1016/s0924-9338(11)72604-9.

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IntroductionThe Programme d’éducation à la vie affective, amoureuse et sexuelle (ÉVAAS), an affection, love and sex education program for people with moderate intellectual disabilities (Desaulniers, Boucher, Boutet, & Voyer, 2001), is widely used in Quebec and is applied in several locations in Belgium, France and Switzerland.ObjectivesAn implementation evaluation was recently completed as the first stage of a program evaluation.AimsThe aim of the project was to establish the value of this program.MethodsFor the purpose, 73 ÉVAAS sessions at five different sites were observed and questionnaires and interviews with 10 group leaders and their supervisors were analyzed.ResultsIt was found above all that the program was normally implemented in accordance with its spirit and objectives. However, it was also noted that follow-up to interventions carried out during ÉVAAS sessions was much less structured and sustained, particularly as regards those intended for friends and family.ConclusionsThe research team formulated seven recommendations regarding the program's implementation framework and adjustments required to ensure the achievement of its objectives. The recommendations concern the authors of the program, the educators who use it, their supervisors, as well as service managers.

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Billon, Grégoire, Chris Attoe, Karina Marshall-Tate, Samantha Riches, James Wheildon, and Sean Cross. "Simulation training to support healthcare professionals to meet the health needs of people with intellectual disabilities." Advances in Mental Health and Intellectual Disabilities 10, no. 5 (September 5, 2016): 284–92. http://dx.doi.org/10.1108/amhid-08-2016-0018.

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Purpose The purpose of this paper is to discuss the role of education and training in addressing health inequalities in intellectual disabilities, before examining innovative approaches to healthcare education. Preliminary findings of a simulation training course to support healthcare professionals to work with people with intellectual disability are then presented. Design/methodology/approach This study employed a mixed methods design to assess the impact of the simulation course. Quantitative data were collected using the Healthcare Skills Questionnaire and a self-report confidence measure; qualitative data were collected using post-course survey with free text responses to open questions. Findings Healthcare skills and confidence showed statistical improvements from pre- to post-course. Qualitative analyses demonstrated that participants perceived improvements to: attitudes, communication skills, reasonable adjustments, interprofessional and multi-disciplinary working, knowledge of key issues in working with people with intellectual disabilities. Practical implications Encouraging findings imply that simulation training to address health inequalities in intellectual disabilities is a valuable resource that merits further development. This training should be rolled out more widely, along with ongoing longitudinal evaluation via robust methods to gauge the impact on participants, their workplaces, and people with intellectual disabilities. Originality/value The authors believe this paper to be the first to assess an interprofessional, high-fidelity simulation course, using actors as simulated patients to address the mental and physical health needs of people with intellectual disabilities. The rigorous use of co-production and co-delivery, alongside promising findings for this training method, represent a useful contribution to the literature.

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Paulino, S., C. Almeida, M. Croca, and N. Santos. "Paradigm Shift in the Educational System of Adolescents with Disabilities." European Psychiatry 41, S1 (April 2017): S220. http://dx.doi.org/10.1016/j.eurpsy.2017.01.2208.

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IntroductionIn the last years, there has been a paradigm shift in the educational system of young people with disabilities. Regular schools associated with specific support plans have become the destination of choice for these adolescents, instead of schools with special education. This integrated teaching seeks to reduce stigma and to promote tolerance but frequently these students become easy targets of psychological and physical violence or discrimination.ObjectiveTo evaluate the integration of adolescents with disabilities in mainstream education compared to special teaching.MethodsAnalysis of 32 patients with disabilities from the adolescence consultation of the psychiatry service of hospital de Santa Maria, between January 2015 and September 2016.ResultsAbout 30% of the adolescents with disabilities who attend regular schools with special support complains of poor adjustment associated with some kind of mistreatment by peers.ConclusionViolence among students in school is a current problem very difficult to fight. Young people with disabilities often find themselves in a significant minority presenting less efficient defense mechanisms. If unprotected, they may easily develop school phobia or refusal. These situations must be identified and avoided to prevent the associated suffering.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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Mulyaningsih, Nikita Dwi, Mury Ririanty, and Erwin Nur Rif’ah. "KELAYAKAN PUZZLE SEBAGAI ALAT BANTU GURU DALAM UPAYA PENCEGAHAN KEKERASAN SEKSUAL PADA SISWI SLB-C." Jurnal Cakrawala Promkes 2, no. 1 (March 14, 2020): 10. http://dx.doi.org/10.12928/promkes.v2i1.1380.

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Intellectual disabilities were people who have a level of intelligence so low (below normal) that they needed help in carrying out activities. People with intellectual disabilities can strike sexual violence because of the stigma about disabilities are a-sexual creatures, especially intellectual disabilities. Therefore, the community restricted the access of health information, especially sexual matters. Besides that, there were several obstacles in conveying health information to people with intellectual disabilities due to the limitations of mental retardation understanding the contents. This is also supported by the lack of media that used to deliver material to intellectual disabilities people. The purpose of this research is to produce a puzzle that can protect people with intellectual disabilities from sexual violence. Research and development with a qualitative approach. Using interview, document study and observation methods. The research subjects consisted of eleven people consisting of six teachers of SLB-C TPA Jember, one Headmaster of SLB-C TPA Jember, three psychologists of Garwita Institute and one media expert. Data collection tools are interview guides, observation guides, handphones and stationery. The knowledge about sexual violence and puberty of most informants was still lacking. The informants agreed that girls with intellectual disabilities have a problem with their puberty period and sexual violence. The teachers always give education about puberty and how to protect their self from sexual violence. The informants also agreed that girls with intellectual disabilities need a puzzle that has message education about puberty and sexual violence.

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Kozyreva, Ol'ga, T. Artyukhova, A. Bykova, T. Vasil'eva, N. Palanskaya, and N. Hodyukova. "Assistive Technology in the Work of an Inclusive Education Teacher." Standards and Monitoring in Education 7, no. 6 (February 3, 2020): 44–50. http://dx.doi.org/10.12737/1998-1740-2019-44-50.

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At the present stage of development of society, the problems of the quality of life of people with disabilities and disabilities are especially relevant. The policy of modern Russia has a course towards reducing isolation and segregation of this category of citizens. Education for a person is an important condition for a full life and the ability to fulfi ll their educational needs. The state has formulated a clear idea of the mechanism for creating a school for all students. Inclusion makes it possible for each student to obtain knowledge in the volume necessary for him, taking into account his physical and mental state. Assistive technologies are aimed at supporting and improving the functionality of students with disabilities and disabilities. At the present stage of the development of inclusive education, the needs for assistive technologies are largely unmet.

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Sundram, Clarence J. "The Americans With Disabilities Act and the Emerging Workforce: Employment of People With Mental Retardation." Mental Retardation 37, no. 5 (October 1999): 422–23. http://dx.doi.org/10.1352/0047-6765(1999)037<0422:br>2.0.co;2.

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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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Rossa, Carina. "The History of Special Education." Journal for Perspectives of Economic Political and Social Integration 23, no. 1-2 (December 20, 2017): 209–27. http://dx.doi.org/10.1515/pepsi-2017-0011.

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Abstract Practices of exclusion towards deviance based on prejudices or ideologies have been present in every age and in every cultural context, often taking the stigmatization process. Recently UNESCO in 2015 released its latest report indicating that despite the efforts of governments, civil society and the international communities, the Education for All was not yet a reality in the world. The poor, people with mental or physical disabilities, children with learning disabilities “are not in a position” to grow and develop as the others. In particular as regards students with Special Educational Needs, to still a challenge to find a teaching that is “common denominator” for all students without leaving anyone out is still a “inclusive” rather than a “special” that favours the relationship within whole class and relationships outside it.

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James, Elaine, Mark Harvey, and Chris Hatton. "Participation of adults with learning disabilities in the 2015 UK General Election." Tizard Learning Disability Review 23, no. 2 (April 3, 2018): 65–71. http://dx.doi.org/10.1108/tldr-04-2017-0022.

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Purpose People with learning disabilities may experience discrimination which prevents them from exercising choice and control over their right to participate in democratic processes. The paper aims to discuss this issue. Design/methodology/approach Taking data collected by social workers during a campaign from the 2015 UK General Election, this paper analyses the variables associated with higher rates of democratic participation by people with learning disabilities. Findings The present authors undertook secondary analysis on data collected by social workers supporting adults with learning disabilities who were living in community housing units. In total, 1,019 people with learning disabilities who were living in 124 community housing units in one English county gave consent to participate. In total, 84 per cent were registered to vote and 26 per cent cast a vote on polling day. People were significantly more likely to cast a vote if they lived in a housing unit where they understood their rights (Wald χ2 =4.896, p=0.027). Practical implications The analyses are consistent with the hypothesis that supporting people with learning disabilities to understand their right to participate in elections increases the likelihood they will cast a vote on a polling day. There are practical implications from this finding for commissioning practices, support planning, and education of health and social care practitioners. Originality/value This is the first study of this size which examines data from people with learning disabilities on their experience of democratic participation and the role of social work.

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Zaorska, Marzenna. "Views on the subject of social integration and integration education of various participants of school life." Men Disability Society 48, no. 2 (April 30, 2020): 29–45. http://dx.doi.org/10.5604/01.3001.0014.1668.

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The idea of social integration and integration education is a great challenge not only for the Polish education system, but also for theoretical analyzes and systemic practical solutions aimed at building an integrated society. In relation to people with disabilities is not only an exemplification of the provisions contained in the “Convention on the Rights of Persons with Disabilities” (UN, 2006). It also concerns the change in the social vision of the accessibility of these people to structures existing in contemporary, disability-opening civilized society. However, as demonstrated by the results of research reported in the article, there is still a lot to be done by implementing the postulates created by the ideas of integrating people regardless of their diversity, otherness, physical, mental, and social difference.

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Journal articles on the topic 'People with mental disabilities Mainstreaming in education'

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