Relevant bibliographies by topics / Social aspects of Mental retardation

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

Academic literature on the topic 'Social aspects of Mental retardation'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Social aspects of Mental retardation"

1

Bicknell, J. "Ethics and Mental Retardation." Journal of Medical Ethics 12, no. 1 (March 1, 1986): 51–52. http://dx.doi.org/10.1136/jme.12.1.51-b.

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2

Seller, M. J. "The Genetics of Mental Retardation." Journal of Medical Ethics 16, no. 2 (June 1, 1990): 105. http://dx.doi.org/10.1136/jme.16.2.105-a.

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Bourguignon, Henry J. "Mental Retardation: The Reality Behind the Label." Cambridge Quarterly of Healthcare Ethics 3, no. 2 (1994): 179–94. http://dx.doi.org/10.1017/s0963180100004916.

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I'd like to say a few things about the quality of life of people like me. We can have – and now I do have – a good quality of life, but we still have to fight for it. We have to take back control of our lives from the KEEPERS, from the professionals.
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Nesterchuk, N., I. Podolyanchuk, I. Sidoruk, A. Nikolenko, and N. Nebova. "Theoretical aspects of the formation of the game activity of preschool children with mental retardation." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 2(122) (February 21, 2020): 125–29. http://dx.doi.org/10.31392/npu-nc.series15.2020.2(122).25.

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The article is sanctified to the theoretical aspects of forming of playing activity of children of preschool age with the delay of psychical development. Certain and reasonable basic displays of delay of psychical development. The looks of scientists are exposed to the value of game for forming of psychical processes, social development of children with this violation. It is well-proven that there is both psychical and development of child in playing activity, develops: physical force, speed and exactness of motions. The features of forming of different types of games are described for the children of preschool age with the delay of psychical development. The basic psychological mechanisms of developing and correction influence of game are considered and systematized. An especially important role belongs in psychical development of child to the game. She forms her capacity for arbitrary activity and behavior, to the symbolic changes, self-regulation, trains memory, develops perception, thinking, fantasy, capacity for a commonunication, will. A game assists to physical development of child, creates his prospect. A game forms the capacity of child for arbitrary activity and behavior, to self-regulation, trains memory, develops perception, thinking, fantasy, capacity for a commonunication. Basic attention is accented on forming of playing experience.
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Setyanti, Purwa Risma Vike, Titik Suerni, and Kandar Kandar. "EFEKTIVITAS SENAM OTAK MELALUI GERAKAN ARM ACTIVATION DAN TERAPI KOLASE TERHADAP MOTORIK HALUS PADA ANAK RETARDASI MENTAL." Jurnal Keperawatan Jiwa 6, no. 1 (January 17, 2019): 46. http://dx.doi.org/10.26714/jkj.6.1.2018.46-52.

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Retardasi mental merupakan kondisi yang mengalami keterlambatan perkembangan dimulai pada masa anak, ditandai kemampuan kognitif di bawah normal dan terdapat kendala pada perilaku adaptif sosial. Masalah yang diakibatkan karena retardasi mental yaitu cara berfikirnya terlalu sederhana atau mengalami keterlambatan dalam berfikir dan menulis sehingga dalam bidang akademik sangat lemah, anak retardasi mental juga memiliki permasalahan pada aspek motorik halusnya. Banyak metode yang dapat diberikan pada anak retardasi mental seperti senam otak melalui gerakan arm activation da terapi kolase. Tujuan dari penelitian ini adalah untuk mengetahui efektifitas senam otak melalui gerakan arm activation dibandingkan terapi kolase terhadap motorik halus pada anak retardasi mental. Rancangan penelitian ini menggunakan quasy experiment dengan desain penelitian two group pre-post test design. Uji statistik yang digunakan adalah uji Wilcoxon dan untuk mengetahui perbedaan efektifitas menggunakan uji Mann-Whitney. Hasil uji statistik didapatkan hasil p value 0.000 (p>0.05) hal ini dapat disimpulkan terapi kolase lebih efektif dari pada pemberian senam otak melalui gerakan arm activation terhadap motorik halus pada anak retardasi mental di SLB Negeri Ungaran. Diharapkan peneliti selanjutnya bisa memodifikasi pada prosedur terapi kolase untuk meningkatan motorik halus anak retardasi mental. Kata kunci : senam otak, arm activation, terapi kolase, motorik halus, anak retardasi mental THE EFFECTIVENESS OF THE BRAIN GYM THROUGH ARM ACTIVATION MOVEMENT COMPARED TO KOLASE THERAPY ON FINE MOTORIC IN CHILDREN WITH MENTAL RETARDATION ABSTRACTMental retardation is a condition when someone is experiencing a retarded development which starts from the children period that is characterized by below normal cognitive abilities and constraints on social adaptive behavior. The prevalence of mental retardation in Indonesia is 5.250.000 people suffering from mental retardation. Problems caused by mental retardation are the way of thinking that is too simple or experiencing a retardation in thinking and writing that it makes someone poor in academics. Also, a child with mental retardation has a problem in the fine motoric aspect. Many methods can be given to children with mental retardation such as a brain gym through arm activation movement and kolase therapy. The study aims at determining the effectiveness of the brain gym through arm activation movement compared to kolase therapy on fine motoric in children with mental retardation. The study uses quasy experiment with two group pre-post test research design. The statistical test used is Wilcoxon test and Mann-Whitney test to determine the difference of the effectiveness. The statistical test result in p value 0,000 (p>0,05). It can be concluded that kolase therapy is more effective than the brain gym through arm activation movement on the fine motoric in children with mental retardation at SLB Negeri Ungaran. it is suggested to the next researcher to modify the procedure of the kolase therapy to improve the fine motoric of the children with mental retardation. Keywords : brain gym, arm activation, kolase therapy, fine motoric, children with mental retardation
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Kuzmina, T. I. "Diagnostics of social self with younger schoolchildren with intellectual disabilities." Vestnik of Minin University 7, no. 4 (December 19, 2019): 13. http://dx.doi.org/10.26795/2307-1281-2019-7-4-13.

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Introduction. The article presents a fragment of a comprehensive study of the formation of the self-concept of people of different ages with intellectual disabilities, dedicated to the study of the social self with younger pupils with mild mental retardation. The questions of diagnostics and qualitative analysis of the state of this structurally-substantial component of the self-concept are highlighted. Structuring the self-conceptual components of the personality is of great importance for the formation of the skills of dialogical interaction with others in a younger student with intellectual disabilities and develops the ability to adapt among peers with subsequent integration into society. In younger students with mental retardation, a violation of the formation of self-image due to intellectual underdevelopment is the basis for the complications of social interaction that arise as a result, and the inability to independently overcome these difficulties entails maladjustment and early-occurring asociality in behavior. It is difficult for a child with intellectual impairment to enter into dialogical relationships with the outside world, the ability to which is an essential characteristic of a person to form adaptive behavior. The behavioral manifestations of a primary school pupils with mild mental retardation in some cases are not conscious, impulsive, reactive, uncontrolled. And in this case, attention is drawn to the qualitative originality of the personal characteristics of such children and the specifics of the formation of their self-consciousness as a regulator of social behavior.Materials and methods. An anamnestic data analysis was used, a structured conversation, as well as a diagnostic complex, which included several proprietary techniques developed to study the social self with individuals having mild mental retardation. The study of the expected attitude from the representatives of the immediate environment was carried out using the “Balls” methodology, the determination of the attitude to the representatives of the nearest environment was carried out using the «Ladder» methodology. The study of the expected attitude from representatives of the immediate environment and the child’s own attitude to them in the structure of the Self-social is a modification of the method of «Unfinished sentences» - «Finish the sentence». The «You have to be like this» methodology was used to diagnose elements of social longevity of a prescriptive nature, irrespective of a personally attractive prototype.Results. The article presents the methods and results of studying the social self component with primary school pupils having mental retardation. We study the child’s expected attitude from representatives of the immediate environment and their own attitude to them, socially desirable qualities (according to the child) and the norms of social dignity learned by children. The experiment involved 53 children with mild mental retardation (F 70 according to ICD-10). Participants in the study were divided into groups: depending on the residence / non-residence of the child in a boarding school and the form of education that children receive. Three groups were formed: children receiving differential education, living in a boarding school (31 people) group A; children receiving differentiated education, daily coming to school (9 people) group B; children studying in an inclusive class (13 people) group C. To perform, the children were offered a diagnostic complex, developed taking into account the intellectual and linguistic capabilities of the subjects of diagnosis, which includes several interconnected methods that imply a qualitatively-quantitative assessment, taking into account the main criteria for the diagnosis of the mental sphere of persons with intellectual impairment. An experimental study showed that the self-social component in the structure of the self-concept at the stage of primary school age has a distinctive quality. The level of fulfillment of the tasks of the diagnostic program by children with a mild degree of mental retardation is not uniform. Most of the tasks are carried out at a high and medium level, when respondents understand the instructions, accept the experimenter's small organizing help, adequately answer the questions posed, and often give not only standardized, but also spontaneous answers. This fact is in favor of the relevance of the proposed methods to diagnostic research tasks of studying the self-conceptual components of the self-consciousness of children with impaired intelligence. If the task is performed below the average level, the low marks received by the children are associated not so much with a lack of understanding of the instruction as with a low motivation for the diagnostic procedure. Minimum, maximum, average values and the total distribution of points received by children of groups A, B, C for completing tasks in the Self-social study do not differ significantly, which is confirmed statistically when calculating the non-parametric Mann – Whitney statistic for unrelated samples. Thus, the self-social component with children having impaired intelligence of primary school age is relatively formed. The qualitative specificity of this component of the self-concept at this age stage is its predominantly positive orientation in terms of the child’s expected relationship from representatives of the immediate environment and his own positive attitude towards them. Marked significance for a child with a mental retardation of his personality and activity assessments from his immediate environment and especially significant adults is noted. In children receiving differentiated and inclusive education, Self-social structurally and substantively differ little, with the exception of certain points due to the specifics of these forms of education and the organization of interaction of children in a “barrier-free” peer environment.Discussion and conclusions. The study demonstrated the presence of specific structurally-meaningful manifestations of the self-social component of elementary schoolchildren with mild mental retardation. As a result of the study of the relationship expected by children with mental retardation from representatives of the immediate environment, a positive trend was revealed in the development trends of this aspect of the formation of the social self. The positive orientation of the expected relationship is associated with the child’s own positive attitude towards significant others, and is often associated not with the child’s assessment of the real state of things and actions of individuals, but with the high significance of these representatives for the child himself, the ability to communicate with them, the child’s need for affiliation, acceptance and proximity. At the same time, fragmentation in the evaluation of the semantic content of the concepts “friend”, “acquaintance”, “friend”, “significant person” from the point of view of closeness and trust to the subject falling into this inner circle can negatively affect the social and behavioral implementation of primary school students with mental retardation. The generalization by children with mental retardation of individual frustration experiences and experiences of failure / dissatisfaction with needs and the occurrence in some separate cases of social interaction, transferring them to the general expected attitude from representatives of the immediate and near environment can be the basis for the formation of pathological characteristics of the person at the stage of adolescence based on emancipation or implementation of protest reactions in the context of a general destabilization of behavior. The idealization of antisocial parental prototypes and pronounced uncriticality to the actual behavior of loved ones can become the basis for the subsequent copying of variants of antisocial behavior at later age stages.
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Yacubian-Fernandes, Adriano, Aristides Palhares, Alcir Giglio, Roberto C. Gabarra, Silvio Zanini, Luis Portela, Mateus Violin Silva, Gimol Bezaquen Perosa, Dagma Abramides, and José Píndaro P. Plese. "Apert syndrome: factors involved in the cognitive development." Arquivos de Neuro-Psiquiatria 63, no. 4 (December 2005): 963–68. http://dx.doi.org/10.1590/s0004-282x2005000600011.

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Apert syndrome is characterized by craniosynostosis, symmetric syndactyly and other systemic malformations, with mental retardation usually present. The objective of this study was to correlate brain malformations and timing for surgery with neuropsychological evaluation. We also tried to determine other relevant aspects involved in cognitive development of these patients such as social classification of families and parents’ education. Eighteen patients with Apert syndrome were studied, whose ages were between 14 and 322 months. Brain abnormalities were observed in 55.6% of them. The intelligence quotient or developmental quotient values observed were between 45 and 108. Mental development was related to the quality of family environment and parents’ education. Mental development was not correlated to brain malformation or age at time of operation. In conclusion, quality of family environment was the most significant factor directly involved in mental development of patients with Apert syndrome.
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Steel, Kathleen O. "The Road That I See: Implications of New Reproductive Technologies." Cambridge Quarterly of Healthcare Ethics 4, no. 3 (1995): 351–54. http://dx.doi.org/10.1017/s0963180100006095.

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The prevention of disability has been the driving force behind much research. In epidemiology three levels of prevention are defined: primary, secondary, and tertiary prevention. Primary prevention is the prevention of the initiation or occurrence of a disease; secondary prevention is the prevention or amelioration of the consequences of a disease, and tertiary prevention refers to rehabilitation or the limitation of disability associated with the disease. We have examples of all three levels of prevention in the area of childhood disability. Primary prevention is the protection of infants against congenital rubella syndrome by ensuring that women of childbearing age have adequate immunity before they become pregnant. The prevention of choreoathetosis, mental retardation, and deafness, by treating hyperbilirubinemia and preventing kernicterus in newborns, is a great success story in prevention. Similarly, at the level of secondary prevention, is the reduction in mental retardation caused by phenylketonuria, or PKU, by eliminating phenylalanine in the diets of newborns who lack the enzyme to metabolize this amino acid. Tertiary prevention is the area of rehabilitation medicine, and is regarded as the least desirable level of prevention. Indeed, tertiary prevention can be seen as “doing the best we can” in terms of rehabilitation, often while seeking a means of really preventing the disease.
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Nguyen Thi Van, Thanh. "Research of personality features of high school students being bullied in Hochiminh city." Journal of Science Educational Science 65, no. 9 (September 2020): 90–98. http://dx.doi.org/10.18173/2354-1075.2020-0096.

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Bullying is a prominent issue and has been increasingly concerned in recent years. There is some evidence that mental health problems in bullied children who are are not necessarily the result of bullying but may be a process of mental health problems. This research studies the personality of bullied students at school in aspects of clinical psychology, thereby investigating mental health problems under the dominant clinical psychological characteristics of the bullied school students. 34 high school bullied students are examined by using MMPI-A, BDI-SF. and a clinical interview. A typical personality feature of high school students being bullied is depression. Their depression has typical symptoms, such as somatic symptoms, social avoidance\discomfort, alienation, and low aspiration. Their depression includes subjective depression and psychomotor retardation and physical malfunctioning and mental dullness and brooding. Moreover, the high school students being bullied are living with anxiety, suspicion, prosecuted ideas. However, this research only focuses on bullied students who were bullied faceto-face.
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Smirnova, Yana K. "JOINT ATTENTION AND THE MENTAL MODEL OF PRESCHOOL CHILDREN WITH ATYPICAL DEVELOPMENT." Moscow University Psychology Bulletin, no. 1 (2020): 96–123. http://dx.doi.org/10.11621/vsp.2020.01.06.

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Relevance. The article discusses the relationship between the development of joint (shared) attention of a child with an adult, and the social and cognitive development of the child. Based on previous studies of typically developing children that demonstrate their participation and responsiveness to fundamental social characteristics, it is significant to identify manifestations of atypical joint attention when a child does not register which object (event) or which aspects of this object (event) are the focus of an interlocutor’s attention. The question of which aspects of joint attention are related to the normative development of the child makes this relevant for comparing groups with different forms of atypical development. For the study, the main indicator of understanding the intentions of the other in the direction of view was used, as one of the aspects of joint attention. Objective. To compare the development of social cognition and joint attention among typically developing children and children with various forms of atypical development in order to identify the correlation between the theory of mind and cognitive lesion. Methods. In a sample of preschool children with typical development and of those with mental retardation, hearing impairment, speech impairment, or visual impairment (N = 90), the following methods were used to evaluate the children’s understanding of the intentions, desires, and interests of others by their behavioral manifestations: “Test for Erroneous Opinion”, “Sally-Ann”; the “What does Charlie want?” task, and others. The task was also used to assess the child’s ability to use the direction of a character’s gaze in a picture to determine the person’s intentions. Results. We identified the “primary psychological” characteristics of the atypical development of the child, which prioritize violations of social communication. Several variations of the violation of joint attention were singled out by determining a person’s intentions by the direction of their gaze. It was shown that determining intentions by the direction of gaze is associated with the normative age formation of the child. Symptoms of deficiency in this skill vary depending on the specifics of the child’s atypical development. Conclusions. Secondary deviations in the development of social cognition are specific to a particular primary defect. The limited inflow of information in the event of a violation of the analyzer creates unusual conditions in the children’s accumulation of the experience of social interaction that is necessary to form a mental model.
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Dissertations / Theses on the topic "Social aspects of Mental retardation"

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Wright, David. "The study of idiocy : the professional middle class and the evolution of social policy on the mentally retarded in England, 1848 to 1914." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22403.

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The professional study of idiocy began within the discipline of medico-psychology and was taken up, later, by professionals in the fields of education, social work, and philanthropy. When medical research seemed to confirm the hereditary origin of mental ability, and as studies began to assert that a great deal of social problems were due to 'weakness of mind', men and women from these professions concerned themselves with the prevention of idiocy, primarily by segregation. As social commentators in late-Victorian England became increasingly concerned about the nation's apparent decline in economic and military competitiveness, these professionals and commentators began to stridently campaign for the detention of idiots in permanent colonies. This process continued during the Edwardian period when many professionals slowly gravitated to the eugenic-led campaign for control of the feeble-minded, a campaign which culminated in the Mental Deficiency Act of 1913.
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Herbranson, Marcheta. "Activities to increase the social awareness of learning handicapped children in kindergarten." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/158.

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Petruska, Richard J. "Assessing mental health and mental retardation professionals' knowledge of mental illness, mental retardation and mental illness as it relates to persons with mental retardation /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487757723995519.

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Eadens, Danielle M. "Police officers' perceptions regarding persons with mental retardation." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002498.

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Miosi, Mary Elizabeth. "A policies and procedures manual for casemanagement operations in the office of mental retardation County of Lehigh, Pennsylvania /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1989. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.P.A.)--Kutztown University of Pennsylvania, 1989.
Source: Masters Abstracts International, Volume: 45-06, page: 2952. Typescript. Volume contains facsimile documents with various foliations. Includes bibliographical references (leaf [112]).
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Oswald, Donald P. "Role taking ability and social interaction competence in mental retardation and autism." Thesis, Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/101142.

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Role taking ability has been examined in many ways including developmental studies with normal subjects and studies which demonstrated role taking deficits in a variety of special populations. Recent data suggest that individuals with autism also show such deficits when compared to nonautistic mentally retarded subjects and normal subjects matched for mental age. These deficits in role taking ability have been proposed as one of the cognitive bases for the social interaction difficulties which are present in all autistic persons. The purposes of the present study were to demonstrate, for each of three primary dimensions of role taking, the presence of role taking deficits in the autistic, and to determine the extent to which those deficits correlate with measures of social interaction competence. Subjects for the study included a group of autistic children and a matched group of non-autistic mentally retarded children. Results revealed significant deficits in the autistic group for one of the three role taking dimensions. In addition, that dimension showed significant positive correlations with several of the social interaction measures. Secondary findings suggest the need for a more fine-grained analysis of the nature of social deficits in autism. Implications of these results for the understanding and treatment of the autistic were discussed and future directions for research in the area of autism and social cognition were suggested.
M.S.
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Murray, Aoife Maureen. "Investigating the role of ZDHHC9 in intellectual disability." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648223.

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Fornes, Sandra Lee. "Examining A Proposed Job Retention Model for Adult Workers with Mental Retardation In Supported Employment." FIU Digital Commons, 2007. https://digitalcommons.fiu.edu/etd/3631.

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Lunsky, Yona Jennifer. "Social support as a predictor of well-being for adults with mild mental retardation/." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488188894442837.

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Smith, Margaret G. "Human service professionals' attitudes toward mothers with mental retardation : effects of the label versus behavior /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu14877594363252.

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Books on the topic "Social aspects of Mental retardation"

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Mental retardation in social context. Lanham, MD: University Press of America, 1989.

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Bogdan, Robert. The social meaning of mental retardation: Two life stories. New York: Teachers College Press, 1994.

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Edwards, Susan, Phd, MSc, MRCSLT., ed. Language in mental retardation. San Diego, Calif: Singular Pub. Group, 1997.

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Carlson, Licia. The faces of intellectual disability: Philosophical reflections. Bloomington: Indiana University Press, 2010.

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Carlson, Licia. The faces of intellectual disability: Philosophical reflections. Bloomington: Indiana University Press, 2010.

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Carlson, Licia. The faces of intellectual disability: Philosophical reflections. Bloomington: Indiana University Press, 2010.

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Carlson, Licia. The faces of intellectual disability: Philosophical reflections. Bloomington: Indiana University Press, 2010.

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Anne, Hughson E., ed. Behavioural and social rehabilitation and training. Chichester [West Sussex]: Wiley, 1987.

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Anne, Hughson E., ed. Behavioural and social rehabilitation and training. 2nd ed. Toronto: Captus Press, 1993.

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The faces of intellectual disability: Philosophical reflections. Bloomington: Indiana University Press, 2010.

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Book chapters on the topic "Social aspects of Mental retardation"

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Thomassen-Brepols, L. J. "Psychosocial Aspects of Prenatal Diagnosis." In The Genetics of Mental Retardation, 45–55. Dordrecht: Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-009-1339-4_6.

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Ferguson-Smith, M. A. "Recent Developments in Prenatal Diagnosis: Biomedical Aspects." In The Genetics of Mental Retardation, 3–14. Dordrecht: Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-009-1339-4_1.

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Ramey, Sharon Landesman, Ellen Dossett, and Karen Echols. "The social ecology of mental retardation." In Manual of diagnosis and professional practice in mental retardation., 55–65. Washington: American Psychological Association, 1996. http://dx.doi.org/10.1037/10203-002.

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Saletu, Bernd. "Neurophysiological Aspects of Gerontopsychopharmacotherapy." In Child and Adolescent Psychiatry, Mental Retardation, and Geriatric Psychiatry, 411–16. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4615-9367-6_66.

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Hoyer, S. "Metabolic/Circulatory Aspects of Gerontopsychopharmacotherapy." In Child and Adolescent Psychiatry, Mental Retardation, and Geriatric Psychiatry, 403–9. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4615-9367-6_65.

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Matson, Johnny L., and David Hammer. "Assessment of social functioning." In Manual of diagnosis and professional practice in mental retardation., 157–63. Washington: American Psychological Association, 1996. http://dx.doi.org/10.1037/10203-011.

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Hofmann, Stefan G., and Stacey N. Doan. "Social-emotional aspects of mental disorders." In The social foundations of emotion: Developmental, cultural, and clinical dimensions., 149–69. Washington: American Psychological Association, 2018. http://dx.doi.org/10.1037/0000098-009.

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Ramey, Craig T., Beverly A. Mulvihill, and Sharon Landesman Ramey. "Prevention: Social and educational factors and early intervention." In Manual of diagnosis and professional practice in mental retardation., 215–27. Washington: American Psychological Association, 1996. http://dx.doi.org/10.1037/10203-016.

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Zajde, Nathalie, and Catherine Grandsard. "Welcoming a Stranger: Cultural and Social Aspects of Parenting." In Parenthood and Mental Health, 195–205. Chichester, UK: John Wiley & Sons, Ltd, 2010. http://dx.doi.org/10.1002/9780470660683.ch18.

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Došen, Anton. "Autism and Disturbance of Social Contact in Mentally Retarded Children." In Child and Adolescent Psychiatry, Mental Retardation, and Geriatric Psychiatry, 189–94. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4615-9367-6_33.

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Conference papers on the topic "Social aspects of Mental retardation"

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Lyubovina, V. I., and I. A. Korsakova. "CLASSICAL MUSIC TO HELP CHILDREN WITH MENTAL RETARDATION." In XIV International Social Congress. Russian State Social University, 2015. http://dx.doi.org/10.15216/rgsu-xiv-262.

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Zak, Galina Georgievna, and Tatyana Vladimirovna Kozik. "ASPECTS OF PROFESSIONAL ORIENTATION WORK WITH STUDENTS WITH MENTAL RETARDATION." In Международный педагогический форум "Стратегические ориентиры современного образования". Уральский государственный педагогический университет, 2020. http://dx.doi.org/10.26170/kso-2020-123.

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Smirnova, Ya K. "Features of Orientation to Social Signals of Children with Mental Retardation." In Proceedings of the International Conference on the Development of Education in Eurasia (ICDEE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icdee-19.2019.20.

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Mr., Mulyono, Agus Subiyanto, and Prima Vidya Asteria. "Information Structure of the Utterances Spoken by Children with Mental Retardation: A Case Study on Ansyah." In 2nd Social Sciences, Humanities and Education Conference: Establishing Identities through Language, Culture, and Education (SOSHEC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/soshec-18.2018.6.

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Kovaliova, Elena A. "Development of social and communicative skills of children with moderate mental retardation as factors of adaptation in inclusive education." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2019. http://dx.doi.org/10.33910/herzenpsyconf-2019-2-47.

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Betilmerzaeva, Maret M. "Mental Aspects Of The Person’s Subjectivity In The Context Of Decision-Making Paradigm." In SCTCGM 2018 - Social and Cultural Transformations in the Context of Modern Globalism. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.03.02.30.

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"Medico-social Aspects of a Psychodiagnostic Technique in Stomatologic Education of Children with Disabilities." In Congress on mental health meeting the needs of the XXI century. Gorodets, 2016. http://dx.doi.org/10.22343/mental-health-congress-compendium267-268.

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Young-jae Kim, Myoung jin Choi, and Yoon Suk Cha. "A study on the impact of e-sports participation by students with mental retardation on their self-confidence and social skills." In 2012 Fourth International Conference on Ubiquitous and Future Networks (ICUFN). IEEE, 2012. http://dx.doi.org/10.1109/icufn.2012.6261752.

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Anca, Evija, and Biruta Sloka. "SOCIAL ENTREPRENEURSHIP AND EMPLOYMENT CHALLENGES OF PERSONS WITH MENTAL DISABILITIES." In New Challenges of Economic and Business Development. University of Latvia, 2020. http://dx.doi.org/10.22364/ncebd.2020.01.

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In developed countries there is a valuable experience how to include people with disabilities into society: involve in several activities and let them know as people valuable for the society. More and more academic research is devoted to those aspects as well as public policy is developed to create and support social entrepreneurship. Aim of the paper is to analyse findings and good practice of employment of people with mental disabilities in several countries and analyse the situation and possible developments on employment of people with mental disabilities in Latvia. Tasks of research: 1) analyse results of academic findings on good practice and challenges in employment of people with mental disabilities wold-wide; 2) analyse the developments and trends on employment of people with mental disabilities in Latvia; 3) propose possible development scenarios on employment of people with mental disabilities in Latvia. Research methods used in research: scientific publications analysis; analysis of legislative documents on employment of people with mental disabilities, analysis of statistical data on employment of people with mental disabilities. Research results have shown that in recent years many important steps in employment of people with mental disabilities in Latvia has been reached but there are some difficulties in realise of sustainability in this aspect.
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Kirienko, V. "СОЦИОГУМАНИТАРНОЕ СОТРУДНИЧЕСТВО НАСЕЛЕНИЯ БЕЛОРУССКО- УКРАИНСКО-РОССИЙСКОГО ПРИГРАНИЧЬЯ: ИСТОРИЯ, СОВРЕМЕННОСТЬ, ПЕРСПЕКТИВЫ." In Perspektivy social`no-ekonomicheskogo razvitiia prigranichnyh regionov 2019. Институт экономики - обособленное подразделение Федерального исследовательского центра "Карельский научный центр Российской академии наук", 2019. http://dx.doi.org/10.36867/br.2019.17.48.077.

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В статье рассматриваются исторические, национальноэтнические, экономические, геополитические и ментальные аспекты формирования социальногуманитарных взаимоотношений населения приграничных регионов Беларуси, Украины и Российской Федерации. Показано, что за время самостоятельного, в пределах суверенных государств, развития, накопились различия в представлении о параметрах межславянского взаимодействия. Вместе с тем, генетическое родство славянских народов, схожие природноклиматические условия, исторический опыт хозяйственного и социогуманитарного взаимодействия, являются надежной базой для поддержания бесконфликтного взаимодействия населения приграничных регионов. The article discusses the historical, nationalethnic, economic, geopolitical and mental aspects of the formation of social and humanitarian relations between the population of the border regions of Belarus, Ukraine and the Russian Federation. It is shown that during the independent development of sovereign states, differences have accumulated in the idea of the parameters of interSlavic interaction. At the same time, the genetic relation of the Slavic peoples, similar climatic conditions, historical experience of economic and sociohumanitarian interaction, are a reliable basis for maintaining conflictfree interaction between the population of border regions.
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