Relevant bibliographies by topics / People with mental disabilities Nutrition Teaching

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Academic literature on the topic 'People with mental disabilities Nutrition Teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "People with mental disabilities Nutrition Teaching"

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Piachaud, J. "A workshop on Gentle Teaching." Psychiatric Bulletin 19, no. 5 (May 1995): 318. http://dx.doi.org/10.1192/pb.19.5.318.

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Gentle Teaching (McGee et al, 1987) has been described as a technique for working with people who have learning disabilities and severe behavioural disorders. I attended a two-day workshop from 25–27 May 1994 run by the Royal College of Nursing, Bexley MENCAP and Values Incorporated.
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Watkins, Lance Vincent, and Robert Colgate. "Improving healthcare for people with intellectual disabilities: the development of an evidence-based teaching programme." Advances in Mental Health and Intellectual Disabilities 10, no. 6 (November 7, 2016): 333–41. http://dx.doi.org/10.1108/amhid-07-2016-0009.

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Purpose To develop and implement an educational programme to improve medical students’ attitudes towards intellectual disabilities. The purpose of this paper is to improve the healthcare outcomes for individuals with intellectual disability. Design/methodology/approach The development of an educational programme involving actors with an intellectual disability as simulated patients. Scenarios were developed involving basic healthcare interactions. The programme was piloted in three sessions with 45 students. A qualitative analysis of student feedback was then used to develop a student attitude questionnaire for completion pre- and post-educational intervention. Findings The student attitude questionnaire was completed by 23 different medical students. Two domains were analysed: affect and understanding domain scores, mean difference (95% CI) 3.17(2.41-3.94) p<0.001, knowledge and skills domain scores, mean difference (95% CI) 4.22(3.3-5.14) p<0.001. Social implications Student feedback reveals significant positive changes in affect and understanding, and an improvement in knowledge and skill levels when interacting with people with an intellectual disability following the educational intervention. Some major institutions now offer comprehensive programmes involving people with intellectual disabilities as tutors, and in the role of simulated patients. However, more needs to be done to encourage the increased participation and good practice for all of tomorrow’s doctors to benefit. Originality/value Following the publication of recent enquiries into the deaths of people with intellectual disabilities. We know that many of these deaths are premature and potentially preventable. The main failing identified repeatedly is that healthcare staff lack of awareness of the needs of people with intellectual disabilities. This emanates from poor quality and limited curricula time dedicated to intellectual disabilities. There is a need to drastically change the approach to teaching about intellectual disabilities to medical students. All the evidence promotes the involvement of people with intellectual disabilities and their careers in designing and delivering this teaching.
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Abdi, Rubab, and Elizabeth Metcalf. "Exploring attitudes of medical students towards intellectual disabilities." Advances in Mental Health and Intellectual Disabilities 14, no. 5 (June 30, 2020): 125–36. http://dx.doi.org/10.1108/amhid-01-2020-0002.

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Purpose This paper aims to determine whether an inclusive teaching session changes student attitudes towards people with intellectual disabilities (ID). To investigate the impact of an inclusive teaching session in terms of student perceptions. Design/methodology/approach 66 years 4 students at Cardiff University completed the attitudes towards disabled people form B questionnaire (ATDP-B) before and after a communication skills session on ID. Before and after scores were collated and compared using a paired t-test analysis. Common perceptions were identified using anonymised ATDP-B results to conduct five semi-structured interviews and one focus group with nine students. The common perceptions were discussed, alongside how the teaching session tackled them and suggestions for further improvements. Findings Mean ATDP-B score before the teaching session was 115 (SD = 14.5). Mean ATDP-B score after the teaching session was 122 (SD = 17.2). The teaching session improved scores in the ATDP-B by a mean of 6.92 (4.69, 9.16). A paired t-test found this to be a statistically significant difference, t(65) = 6.20, p < 0.001. Qualitative data was thematically analysed and three main themes were identified: Student identity, patient contact and curriculum content. Originality/value This is the first study to investigate the origin of the negative attitudes of medical students, and found they stem from a lack of confidence in their abilities and failure to develop a professional identity. The impact of the teaching session stems from its focus on meaningful patient contact and identifying and overcoming communication barriers.
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Balcazar, Fabricio E., Stephen B. Fawcett, and Tom Seekins. "Teaching people with disabilities to recruit help to attain personal goals." Rehabilitation Psychology 36, no. 1 (1991): 31–42. http://dx.doi.org/10.1037/h0079072.

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Harding, Celia. "Commentary on experiential learning: changing student attitudes towards learning disability: how can we reduce exclusion further?" Tizard Learning Disability Review 19, no. 3 (July 2, 2014): 118–21. http://dx.doi.org/10.1108/tldr-11-2013-0048.

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Purpose – The purpose of this paper is to provide some thoughts following on from reading: “Experiential learning: changing student attitudes towards learning disability”. Design/methodology/approach – This commentary outlines some considerations for the continued development of using service users in tertiary education as educators. Findings – The literature is not clear on the involvement of people with more profound and multiple learning disabilities, or for those who do not use much spoken language in tertiary level teaching. Originality/value – A further cultural shift is needed to ensure that all people with learning disabilities regardless of their communication style have the opportunity to share their experiences within a teaching and learning context.
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Soni, Sujata, Ian Hall, Phill Doulton, and Peter Bowie. "Involving people with intellectual disabilities in the assessment of healthcare professionals." Advances in Mental Health and Intellectual Disabilities 8, no. 6 (October 28, 2014): 362–69. http://dx.doi.org/10.1108/amhid-04-2014-0011.

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Purpose – It is widely recognised that people with intellectual disabilities receive a poorer quality of healthcare than their non-disabled counterparts. Training for healthcare professionals in intellectual disability is often scant or non-existent. The purpose of this paper is to explore the usefulness of employing actors with intellectual disabilities as simulated patients in the assessment of trainee psychiatrists. Design/methodology/approach – The development of a structured clinical exam “station” designed to assess the ability of trainee psychiatrists to communicate with a simulated patient played by an actor with an intellectual disability is described. The paper also assesses the potential benefits of this kind of assessment and the experience of actors and examiners taking part in this process. Findings – The station was found to perform well in discriminating between candidates of various abilities and was well received by actors, examiners and observers. The station is now routinely used in the formal assessment of trainee psychiatrists. Practical implications – The use of people with intellectual disabilities in training and assessment appears to be advantageous in terms of improving knowledge, attitudes and skills amongst healthcare professionals and gives increased opportunities for people with intellectual disabilities to undertake valued social roles. Originality/value – Few institutions currently employ actors with intellectual disabilities as simulated patients as part of their training programmes and as a result there is little in the way of literature on this subject. This paper describes an alternative approach to teaching and assessment which falls in line with recommendations from the Department of Health to involve service users in the training of healthcare professionals.
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Soni, S., I. Hall, P. Doulton, and P. Bowie. "Involving people with intellectual disabilities in the formal assessment of psychiatrists’ skills." European Psychiatry 33, S1 (March 2016): S16. http://dx.doi.org/10.1016/j.eurpsy.2016.01.812.

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PurposeIt is widely recognised that people with intellectual disabilities receive a poorer quality of healthcare than their non-disabled counterparts. Training for healthcare professionals in intellectual disability is often scant or non-existent. The purpose of this work is to explore the usefulness of employing actors with intellectual disabilities as simulated patients in the assessment of trainee psychiatrists.Design/methodology/approachThe development of a structured clinical exam “station” designed to assess the ability of trainee psychiatrists to communicate with a simulated patient played by an actor with an intellectual disability is described. The paper also assesses the potential benefits of this kind of assessment and the experience of actors and examiners taking part in this process.FindingsThe station was found to perform well in discriminating between candidates of various abilities and was well received by actors, examiners and observers. The station is now routinely used in the formal assessment of trainee psychiatrists in the UK.Practical implicationsThe use of people with intellectual disabilities in training and assessment appears to be advantageous in terms of improving knowledge, attitudes and skills amongst healthcare professionals and gives increased opportunities for people with intellectual disabilities to undertake valued social roles.Originality/valueFew institutions currently employ actors with intellectual disabilities as simulated patients as part of their training programmes and as a result there is little in the way of literature on this subject. This paper describes an alternative approach to teaching and assessment which falls in line with recommendations from the UK Department of Health to involve service users in the training of healthcare professionals.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Spackman, Ross, Adnan Qureshi, and Dheeraj Rai. "A review of recommendations for medical undergraduate intellectual disability psychiatry teaching from UK reports." Advances in Mental Health and Intellectual Disabilities 10, no. 2 (March 7, 2016): 158–63. http://dx.doi.org/10.1108/amhid-03-2015-0014.

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Purpose – The purpose of this paper is to amalgamate recommendations from contemporary national reports on healthcare provision and needs of people with intellectual disabilities. The paper combines these with recommendations for undergraduate curricula of medical students from the GMC and Royal College of Psychiatrists (RCPsych). Design/methodology/approach – National reports from Mencap, Department of Health, Disability rights commission, NHS Executive, the GMC and RCPsych were searched for relevant recommendations to undergraduate medical education in ID psychiatry. Recommendations were collated and grouped to form a single list for use when planning future curricula or auditing existing teaching. Findings – In total, 13 relevant recommendations were identified in nine groups. These included that people with intellectual disabilities and their carers should be involved in the teaching. That teaching should include the ethical, moral and legal obligations and should include the mental capacity act and equality act. Institutional and individual discrimination should be highlighted as a problem and diagnostic overshadowing should be covered. Originality/value – This paper has collated in a single document the combined recommendations of multiple reports. These are relevant to medical undergraduate teaching and may also be of use to other undergraduate healthcare courses. They are a useful template for others wishing to examine or benchmark the content of their medical undergraduate ID psychiatry teaching against an amalgamated list.
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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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Bourgueil, O. "Creating a specific tablet app for people with autism." European Psychiatry 30, S2 (November 2015): S55—S56. http://dx.doi.org/10.1016/j.eurpsy.2015.09.156.

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“Autism” refers to a wide variety of disabilities, with numerous possible clinical signs and heterogeneous origins. Nevertheless, beyond those diverse clinical signs, a consensus exists concerning the necessity of interventions, particularly educational interventions, for people with autism . In a society such as ours, turned towards digital technologies and tactile devices, (e.g. ), it is important to question the use of these technologies with people with developmental disabilities. Especially as some authors pointed the utility of these devices for teaching skills . Various theoretical corpuses and elements of the scientific literature were taken into account and integrated to develop the LearnEnjoy applications, created initially for children with autism. These facts and knowledge, linked to the peculiarities of people with autism, to the functional approach of language, to the fundamental principles of learning, to an ABA approach, were integrated from the first stages of the development of the applications, to create tools having solid scientific foundations. This way, the LearnEnjoy apps give the users (i.e. the “teachers”) the possibilities of teaching in a progressive and coherent way, different skills such as language (receptive, expressive), imitation, play and motricity, cognitive, academic skills or even independence skills. They also allow the progress in each area to be shared with the parents and the whole team, a necessary feature for the implementation of global and coordinated interventions. Finally, and maybe more importantly, these applications were created so as to specifically foster the contact between the person with autism and the “teacher”. This way the apps, at the same time, reduce the risk of pervasiveness of the tactile tablet, while favouring, just as much for the person with autism than for the accompanying person, the development of a positive, structured and structuring social relationship.
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Dissertations / Theses on the topic "People with mental disabilities Nutrition Teaching"

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Gold, Elizabeth. "Effects of reinforcement and nonreinforcement on total task presentation with response prompts of increasing assistance in teaching persons with mental retardation /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052173.

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Pupo, Marie. "Teaching intellectually disabled students addition through a multisensory approach." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26312.

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This study was designed to see if children with intellectual disabilities could be taught to add pairs of single-digit numbers using the Touch Math method. Three intellectually disabled students who could add only by using physical representations of numbers were selected for the study. A multiple-probe design across the 3 students was used to evaluate the effectiveness of the intervention. The intervention consisted of a three-step addition program that was planned to teach students to add by counting the faded touch points of the smaller addend starting from the larger addend. The data show that the 3 children were able to master the program and to retain the Touch Math method from 1 to 5.5 months following completion of the program. Suggestions for future research and for teachers are discussed.
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Meredith, Gaye. "Food selection and preparation by a group of mildly mentally handicapped students." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60427.

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Food choices, food purchases and convenience food preparation by a group of mildly intellectually handicapped students are investigated. These students attend John Grant High School, in Lachine, Quebec, for continued academic intervention and vocational training. Results indicate most of these young adults make food choices based on a desire for good nutrition. There is a significant correlation (p $<$ 0.05) between nutrition knowledge and choosing nutritious foods in this sample. Yet the knowledge needed to make sound food choices is insufficient, as is the knowledge of food marketing. Families are the major influence on food selection and preparation, but as a source of information are found to be lacking. At school, home economics contributed most to students' knowledge of foods. Students found food preparation instructions particularly difficult to follow; students who had repeatedly prepared foods had greater success in producing an acceptable outcome. For this population practice is needed in making optimal food choices, menu planning and food preparation.
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Poon, Lun-king, and 潘倫經. "Social skills training: effectiveness of the home-based training program for persons with mental handicap." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B43893399.

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Morgan, Michelle F. "An investigation of the use of specific teaching and learning strategies, with the addition of rebuses, to enhance the reading comprehension of young adults with down syndrome /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19347.pdf.

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Malhotra, Neera. "Desirable Conversations: Sexuality and Women with Intellectual Disabilities." PDXScholar, 2016. https://pdxscholar.library.pdx.edu/open_access_etds/2708.

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The American Association of Intellectual and Developmental Disabilities (AAIDD, 2011) assert that individuals with intellectual disabilities, irrespective of gender, have an equal right to learn about and experience their own sexuality. A review of the extant literature indicated that the voices of women with intellectual disabilities on the topic of familial culture, as it relates to sexuality, are rarely included (McCarthy, 1993; Shakespeare, 2000; Siebers, 2012). The purpose of this qualitative study was to examine the role of familial culture and lived experiences of women with intellectual disabilities, ages 21-35, in understanding their own sexuality. Eight women participated in individual and three repeated focus group interviews. The questions that guided this study included: (1) What is the role of familial culture in addressing sexuality for young women with intellectual disabilities and (2) How do young women with intellectual disabilities describe their understanding of sexuality? The findings of this study suggested that familial culture played a significant role in the women's decisions regarding accessing their own sexuality. In addition, data collected indicated that women's lived experiences highly influenced in their understanding of sexuality and as a women with intellectual disabilities. Data from a thematic analysis were used to develop a person-centered theoretical model for understanding sexuality. In addition, these data were used to create a research-based theatrical script, known as an Ethnodrama (Saldana, 2005) to bring forward the voices of these women affirming their understanding of sexuality.
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Harmeson, Alisha M. "An evaluation of the validity and reliability of the Healthy Athletes health promotion questionaire used to assess the dietary intake of Delaware County Special Olympics athletes." CardinalScholar 1.0, 2009. http://liblink.bsu.edu/uhtbin/catkey/1538084.

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The purpose of this correlational study was to evaluate the validity and reliability of the Healthy Athlete® Health Promotion questionnaire as an instrument to assess the true dietary habits of Delaware County, Indiana, Special Olympics Athletes. A total of 35 Delaware County Special Olympics athletes completed this study. The athletes’ true dietary habits were estimated using a three-day food record and the Caregiver Questionnaire (CQ). Results indicated the Healthy Athletes Software (HAS) nutrition questions lacked statistical strength in both reliability and validity. The test-retest indicated only one-third of the questions were identified as reliable (Kappa ranged from 0.347 to 0.773; r ranged from 0.356 to 0.794). When compared to the standard, only three of the 15 food items on the HAS questionnaire had a significant relationship to the standard (r coefficients ranged from 0.458 to .777). In contrast, 11 of the 15 food items on the CQ were highly correlated with the three-day food record. The results of this study indicate the need for improvement to make to the HAS nutrition questions more reliable and valid in the assessment of Special Olympics athletes’ dietary habits
Department of Family and Consumer Sciences
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Robertson, Gretchen L. "Investigation of user interface design guidelines to make the computer accessible to mentally retarded adults." Thesis, This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-07292009-090514/.

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Chu, Wai-kin, and 朱偉健. "A comparative study of two programme designs in skills training for mentally retarded adults in day activity centre." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B43893235.

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Gennaro, Peter Laurance. "The representation of African American students in programs for the mild mentally retarded." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2538.

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For more than thirty years, it has been acknowledged that African American students have been over-represented in programs designed for individuals with mild mental retardation (MMR). This project was designed to explore the history and literature of the research that has been conducted on this subject over the past three decades. Additionally, this project was undertaken to determine if over-representation of African American students in programs for the mild mentally retarded is a condition that exists in Riverside County, California.
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Books on the topic "People with mental disabilities Nutrition Teaching"

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1950-, Luce Stephen C., ed. Teaching practical communication skills. Washington, D.C: American Association on Mental Retardation, 1996.

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Boisvert, Yves. Une trilogie gagnante pour une meilleure qualité de vie: Les effets de l'alimentation, de la supplémentation nutritionnelle et de l'exercise physique sur l'amélioration des comportements des personnes ayant une << déficience intellectuelle >> ou un trouble neuropsychologique. Québec, Qc: Presses Inter Universitaire, 2008.

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Valenti-Hein, Denise. The dating skills program: Teaching social-sexual skills to adults with mental retardation. [Orland Park, IL]: International Diagnostic Systems, 1990.

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McGee, John J. Beyond gentle teaching: A nonaversive approach to helping those in need. New York: Plenum Press, 1991.

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Swee, Hong Chia, ed. Living skills for mentally handicapped people. London: Chapman and Hall, 1989.

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Peck, Christine. Living skills for mentally handicapped people. London: Croom Helm, 1988.

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Curtis, Charles K. Let's talk about rights: Teacher manual. Vancouver: Legal Services Society of British Columbia, 1985.

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Bradley, Alice. Induction: Learning disability. Kidderminster: BILD, 2003.

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Art centers: American studios and galleries for artists with developmental or mental disabilities. Jefferson, N.C: McFarland & Co., 2008.

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Zenkoku Seishin Hoken Fukushi Renraku Kyōgikai. Seishin shōgaisha no geijutsu sakuhin no hakkutsu, chōsa to fukyū keihatsu e no katsuyō ni kansuru kenkyū jigyō hōkokusho: Heisei 20-nendo shōgaisha hoken fukushi suishin jigyō. Kodaira-shi: Zenkoku Seishin Hoken Fukushi Renraku Kyōgikai, 2009.

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Book chapters on the topic "People with mental disabilities Nutrition Teaching"

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Daly, Blánaid, Paul Batchelor, Elizabeth Treasure, and Richard Watt. "Prevention for people with disabilities and vulnerable groups." In Essential Dental Public Health. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199679379.003.0022.

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In this chapter we will look briefly at the prevention needs of people with disabilities and people who are vulnerable and require special care dental services for reasons that may be social. Within this group there will be a spectrum of people with needs and dependencies. Not everyone described as belonging to a vulnerable group in this chapter would identify themselves as disabled; nevertheless, what they have in common are a range of factors that put their oral health at risk, make accessing dental care complicated, or make the provision of dental care complicated. These factors may include a ‘physical, sensory, intellectual, mental, medical, emotional or social impairment or disability, or more often a combination of these factors’ (GDC 2012). People with disabilities have fewer teeth, more untreated disease, and more periodontal disease when compared to the general population in the UK (Department of Health 2007). Good oral health can contribute to better communication, nutrition, self-esteem, and reduction in pain and discomfort, while poor oral health can lead to pain, discomfort, communication difficulties, nutritional problems, and social exclusion (Department of Health 2007). As discussed in previous chapters, the important risk factors for oral diseases include: high-sugar diets, poor oral hygiene, smoking, and alcohol misuse. They are also shared risk factors for chronic non-communicable diseases such as respiratory diseases, cardiovascular diseases, diabetes, and cancers. The basic principles and approaches for the prevention of oral diseases in disabled people and vulnerable groups are similar to those described in previous chapters; however, there is a need to recognize that the context, the circumstances, the settings, and the opportunities for prevention will be slightly different, depending on the groups. For example, some disabled people (e.g. people with learning disabilities) may be reliant on others, such as family, carers, health care workers, to support basic self-care and to access health services. Other vulnerable groups such as homeless people live independent lives but lack access to basic facilities such as drinking water, and a place to store toothbrushes and toothpaste.
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Aleshina, Ekaterina Yuryevna, Belyanina Lubov, Nikolai Tankov, Olga Simakova, Sedrak Sedrakyan, Anna Ahtyan, and Ema Akhtian. "Research Competence for Teaching Students With Disabilities Act (IDEA) in Russian General Education." In Advances in Educational Technologies and Instructional Design, 151–71. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3485-3.ch008.

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Research Competence for Teaching Students with Disabilities Act (IDEA) in Russian General Education needs of students with disabilities are caused by patterns of impaired development: difficulties of interaction with environment (first of all, with surrounding people), problems of individual development; the smaller speed of reception and processing of sensory information; the smaller volume of the information remaining in memory; problems of verbal expression (for example, difficulties in development of verbal generalizations and in nomination of objects); problems of development of any movements (slowness, difficulties of coordination); the slow rate of mental development as a whole; increased fatigability. Taking into account special educational requirements, special educational conditions are created for children with disabilities. Difficulties in interactions with social environment are also caused by special features of development of students with disabilities.
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Aleshina, Ekaterina Yuryevna, Belyanina Lubov, Nikolai Tankov, Olga Simakova, Sedrak Sedrakyan, Anna Ahtyan, and Ema Akhtian. "Research Competence for Teaching Students With Disabilities Act (IDEA) in Russian General Education." In Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society, 608–28. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3542-7.ch032.

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Research Competence for Teaching Students with Disabilities Act (IDEA) in Russian General Education needs of students with disabilities are caused by patterns of impaired development: difficulties of interaction with environment (first of all, with surrounding people), problems of individual development; the smaller speed of reception and processing of sensory information; the smaller volume of the information remaining in memory; problems of verbal expression (for example, difficulties in development of verbal generalizations and in nomination of objects); problems of development of any movements (slowness, difficulties of coordination); the slow rate of mental development as a whole; increased fatigability. Taking into account special educational requirements, special educational conditions are created for children with disabilities. Difficulties in interactions with social environment are also caused by special features of development of students with disabilities.
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Sudakov, Dmitrii Valerievich, Oleg Valerievich Sudakov, Artiom Nikolaevich Shevtsov, Evgenii Vladimirovich Belov, and Viktoriia Vitalevna Sviridova. "About Some Aspects of Educational Work of Students with Reduced Capabilities in Medical University." In Psychological and Pedagogical Issues of Modern Education, 129–40. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-98831.

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The article is devoted to the study of some aspects of teaching students with health limitations and disabilities in a medical university. Currently, in Russia and around the world, inclusive and integrated education continues to develop, elements of which can be found in medical universities. At the same time, a complete transition to an inclusive education of medical students is impossible for a number of reasons, at the head of which are certain requirements for the future physician, who must have a certain amount of health, not only physical, but also mental. Unfortunately, not enough research is devoted to the aspects of teaching students with health limitations and disabilities in medical universities – the study of which became the purpose of the presented work. The objects of the research conducted from 2018 to 2021 at the N.N. Burdenko, 30 medical students served, divided in-to 3 groups of 10 people, depending on the etiology of their pathology. So, 1st group consisted of students with insignificant disabilities. The 2nd group included students with disabilities established from their birth or childhood. The 3rd group consisted of future physicians whose disability was established during their studies at a university (often as a result of an accident). In the work, the sex and age composition of the subjects was determined, the ratio of students to existing faculties was studied, the pathology most often encountered in persons with disabilities and disabilities was studied, the attitude of others to the respondents was deter-mined, as well as their own opinion regarding various aspects of the educational process at a medical university. The work is of interest for the staff of the departments of a medical university who are related to working with students with health limitations or disabilities.
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