Pub Date : 2022-04-21DOI: 10.6000/2292-2598.2022.10.02.3
Hawazin Mohammed Ahmed Natto
The purpose of this study was to investigate the Service Quality Gap Model as a predictor of customer satisfaction among people with disabilities in Vocational rehabilitation centers. A quantitative survey research method was employed for this study. The independent variable is Service Quality Gap Model, while the dependent variable is customer satisfaction. The data were analyzed with Pearson correlation and multiple regression. Multiple regression was used. Participants were 150 individuals with disabilities (females, n= 10, 6.66%, and males 140, 93.33%). Findings show significant correlations between service quality gap model subscales and customer satisfaction. When put together, the independent variables (tangibility, reliability, responsiveness, assurance, and empathy) yielded a coefficient of multiple regression (R) of 0.664 and a multiple correlation square of 0.621. Each of the five independent variables made significant individual contributions to the prediction of customer satisfaction.
{"title":"Service Quality Gap Model as a Predictor of Customer Satisfaction among People with Disabilities in Vocational Rehabilitation Centers","authors":"Hawazin Mohammed Ahmed Natto","doi":"10.6000/2292-2598.2022.10.02.3","DOIUrl":"https://doi.org/10.6000/2292-2598.2022.10.02.3","url":null,"abstract":"The purpose of this study was to investigate the Service Quality Gap Model as a predictor of customer satisfaction among people with disabilities in Vocational rehabilitation centers. A quantitative survey research method was employed for this study. The independent variable is Service Quality Gap Model, while the dependent variable is customer satisfaction. The data were analyzed with Pearson correlation and multiple regression. Multiple regression was used. Participants were 150 individuals with disabilities (females, n= 10, 6.66%, and males 140, 93.33%). Findings show significant correlations between service quality gap model subscales and customer satisfaction. When put together, the independent variables (tangibility, reliability, responsiveness, assurance, and empathy) yielded a coefficient of multiple regression (R) of 0.664 and a multiple correlation square of 0.621. Each of the five independent variables made significant individual contributions to the prediction of customer satisfaction.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45805618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: In recent years, there has been growing interest in developing lifelong education for persons with disabilities at universities and other institutions of higher learning. However, there is still a lack of practical research on people with intellectual disabilities who participate in lifelong education. Objective: This study analyzes the experiences of participants with intellectual disabilities obtained from the practice of the Lifelong Education Program for Persons with Disabilities (AULEPP). It discusses perspectives for the future development of lifelong education. Methods: Eleven persons with intellectual disabilities who participated in the AULEPP from October 2021 to February 2022 were included in the study. Three surveys were administered to these participants before and after the AULEPP and for each lecture. Results: The average number of participants in each lecture was 5.2, and four participants attended more than eight lectures. Qualitative analysis of the survey results revealed that participants acquired new knowledge, expressed the need for continuous learning, and proposed new questions. The lectures helped them recognize changes in their perspectives on daily life and society. Most of the lectures were conducted online, but there were no negative comments about this modality. Conclusions: The study revealed the need to create opportunities for participants to find meaning in lectures, the effectiveness of online media, and the role of lifelong college education in the community. It is necessary to investigate the transferability of these results to urban areas and explore outcome measures and program content to build an evidence-based lifelong learning program.
{"title":"A Study of Lifelong Education for Persons with Intellectual Disabilities at the University Level","authors":"Kazuaki Maebara, Yoshihiro Fujii, Kazunori Tanimura, Toru Suzuki, Atsushi Takeda","doi":"10.6000/2292-2598.2022.10.02.1","DOIUrl":"https://doi.org/10.6000/2292-2598.2022.10.02.1","url":null,"abstract":"Background: In recent years, there has been growing interest in developing lifelong education for persons with disabilities at universities and other institutions of higher learning. However, there is still a lack of practical research on people with intellectual disabilities who participate in lifelong education. \u0000Objective: This study analyzes the experiences of participants with intellectual disabilities obtained from the practice of the Lifelong Education Program for Persons with Disabilities (AULEPP). It discusses perspectives for the future development of lifelong education. \u0000Methods: Eleven persons with intellectual disabilities who participated in the AULEPP from October 2021 to February 2022 were included in the study. Three surveys were administered to these participants before and after the AULEPP and for each lecture. \u0000Results: The average number of participants in each lecture was 5.2, and four participants attended more than eight lectures. Qualitative analysis of the survey results revealed that participants acquired new knowledge, expressed the need for continuous learning, and proposed new questions. The lectures helped them recognize changes in their perspectives on daily life and society. Most of the lectures were conducted online, but there were no negative comments about this modality. \u0000Conclusions: The study revealed the need to create opportunities for participants to find meaning in lectures, the effectiveness of online media, and the role of lifelong college education in the community. It is necessary to investigate the transferability of these results to urban areas and explore outcome measures and program content to build an evidence-based lifelong learning program.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44195166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-09DOI: 10.6000/2292-2598.2022.10.01.4
T. Horiguchi, K. Takanashi, Shoichi Sato, Naoki Sone
Background: In a preschool setting, childcare is usually provided to children with disabilities or potential features as well. In this study, we hypothesized that parents might have additionally consulted commissioned pediatricians when their children were reportedly abused by schoolteachers as well as following legitimate grievance procedures. Aims: To estimate the prevalence rate of children with disabilities being abused at nursery schools in Japan, the authors asked the help of commissioned pediatricians of nursery schools. Methods: We sent a questionnaire to 1,607 members of the Japanese Society for Well-being of Nursery-schoolers, who are specialists known to be highly sensitive to abuses. Incident reports from the second half of 2012 to the fiscal year 2014 were collected from 361 members who replied. Results: In total, three respondents, including one pediatrician, had received a complaint(s) from parents that their child with disabilities had been abused by a teacher. No details on each case were provided. Conclusion: Thus, the need for another assessment to administrative was indicated.
{"title":"An Assessment of Abuse of Children with Disabilities at Japanese Nursery Schools: Reports by Commissioned Pediatricians","authors":"T. Horiguchi, K. Takanashi, Shoichi Sato, Naoki Sone","doi":"10.6000/2292-2598.2022.10.01.4","DOIUrl":"https://doi.org/10.6000/2292-2598.2022.10.01.4","url":null,"abstract":"Background: In a preschool setting, childcare is usually provided to children with disabilities or potential features as well. In this study, we hypothesized that parents might have additionally consulted commissioned pediatricians when their children were reportedly abused by schoolteachers as well as following legitimate grievance procedures. \u0000Aims: To estimate the prevalence rate of children with disabilities being abused at nursery schools in Japan, the authors asked the help of commissioned pediatricians of nursery schools. \u0000Methods: We sent a questionnaire to 1,607 members of the Japanese Society for Well-being of Nursery-schoolers, who are specialists known to be highly sensitive to abuses. Incident reports from the second half of 2012 to the fiscal year 2014 were collected from 361 members who replied. \u0000Results: In total, three respondents, including one pediatrician, had received a complaint(s) from parents that their child with disabilities had been abused by a teacher. No details on each case were provided. \u0000Conclusion: Thus, the need for another assessment to administrative was indicated.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42695688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-09DOI: 10.6000/2292-2598.2022.10.01.3
Juergen Gallistl
Introduction and Background: Dementia has many different causes. Dementia is considered a multifactorial disease; hence the interplay between factors for every case is a complex study. Early and recent reviews had recognised several risk factors associated with dementia in general and with AD specifically. The most studied risk factors include genetics, increasing age, education, environment, and brain injuries. This review aims to give readers access to the latest research on the educational and environmental risk factors of dementia by selecting recent high-quality resources and summarising them in this review. Methods: The current article is a narrative review of broad literature research. Results and Discussion: The comprehensive examination of evidence supports the following. First, low education can be considered a relevant risk factor for developing dementia, although the operationalisation of "low education" is still unclear in many studies. The mechanisms of "cognitive reserve" have an important implication in the relationships between education and dementia, and this has been studied with limitations in people with intellectual disorders. Second, air pollution is now considered a dementia risk factor with plenty of evidence concerning PM2.5 but less conclusive evidence regarding single gaseous pollutants because of the “multi-exposure response.” Conclusion: The considerable body of research points towards an association between these risk factors and dementia prevalence. Low- and middle-income countries will benefit from prioritising child education for all since education is one of the major risk factors for dementia and a wide variety of health disparities.
{"title":"Education and Environment Dementia Risk Factors: A Literature Review","authors":"Juergen Gallistl","doi":"10.6000/2292-2598.2022.10.01.3","DOIUrl":"https://doi.org/10.6000/2292-2598.2022.10.01.3","url":null,"abstract":"Introduction and Background: Dementia has many different causes. Dementia is considered a multifactorial disease; hence the interplay between factors for every case is a complex study. Early and recent reviews had recognised several risk factors associated with dementia in general and with AD specifically. The most studied risk factors include genetics, increasing age, education, environment, and brain injuries. This review aims to give readers access to the latest research on the educational and environmental risk factors of dementia by selecting recent high-quality resources and summarising them in this review. \u0000Methods: The current article is a narrative review of broad literature research. \u0000Results and Discussion: The comprehensive examination of evidence supports the following. First, low education can be considered a relevant risk factor for developing dementia, although the operationalisation of \"low education\" is still unclear in many studies. The mechanisms of \"cognitive reserve\" have an important implication in the relationships between education and dementia, and this has been studied with limitations in people with intellectual disorders. Second, air pollution is now considered a dementia risk factor with plenty of evidence concerning PM2.5 but less conclusive evidence regarding single gaseous pollutants because of the “multi-exposure response.” \u0000Conclusion: The considerable body of research points towards an association between these risk factors and dementia prevalence. Low- and middle-income countries will benefit from prioritising child education for all since education is one of the major risk factors for dementia and a wide variety of health disparities.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46508305","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-09DOI: 10.6000/2292-2598.2022.10.01.1
Esther Vela Llauradó, José Manuel Suárez Riveiro
Background: A child’s disability can have significant consequences for the family, especially at an emotional level and in day-to-day life. Families must adapt to ever-changing circumstances, frequently leading to stress within the family. Each family member must attempt to cope with these circumstances, drawing on cognitive and behavioral resources to deal with new situations. Objectives: This work aims to study stress, resilience, and satisfaction within the families of children with and without disabilities. It also analyzed these aspects depending on the type of disability (intellectual, physical, autism spectrum disorder, and multiple disabilities). Methods: The sample consisted of 299 families, of whom 178 had a child with a disability and 121 without any disability. The study used the Parenting Stress Index – Short Form (PSI-FS) and the Saavedra-Villalta Resilience Scale (SV-RES). Satisfaction was measured using two items evaluating family satisfaction in general and the perceived satisfaction of the child in particular. Results: The results show that families having a child with a disability reported higher levels of resilience but lower levels of stress and family satisfaction. Moreover, differences were observed depending on the type of disability, with those affected by intellectual disability showing higher levels of stress and lower levels of resilience. Conclusion: The study results show the importance of resilience in dealing with adverse situations that may produce stress. This is an important aspect that must be considered in work and interventions with families of children with disabilities.
{"title":"Stress, Resilience, and Satisfaction in Families of Children with Disabilities","authors":"Esther Vela Llauradó, José Manuel Suárez Riveiro","doi":"10.6000/2292-2598.2022.10.01.1","DOIUrl":"https://doi.org/10.6000/2292-2598.2022.10.01.1","url":null,"abstract":"Background: A child’s disability can have significant consequences for the family, especially at an emotional level and in day-to-day life. Families must adapt to ever-changing circumstances, frequently leading to stress within the family. Each family member must attempt to cope with these circumstances, drawing on cognitive and behavioral resources to deal with new situations. \u0000Objectives: This work aims to study stress, resilience, and satisfaction within the families of children with and without disabilities. It also analyzed these aspects depending on the type of disability (intellectual, physical, autism spectrum disorder, and multiple disabilities). \u0000Methods: The sample consisted of 299 families, of whom 178 had a child with a disability and 121 without any disability. The study used the Parenting Stress Index – Short Form (PSI-FS) and the Saavedra-Villalta Resilience Scale (SV-RES). Satisfaction was measured using two items evaluating family satisfaction in general and the perceived satisfaction of the child in particular. \u0000Results: The results show that families having a child with a disability reported higher levels of resilience but lower levels of stress and family satisfaction. Moreover, differences were observed depending on the type of disability, with those affected by intellectual disability showing higher levels of stress and lower levels of resilience. \u0000Conclusion: The study results show the importance of resilience in dealing with adverse situations that may produce stress. This is an important aspect that must be considered in work and interventions with families of children with disabilities.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47367858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-09DOI: 10.6000/2292-2598.2022.10.01.5
M. Abdullah
This study aimed to investigate the quality of services in the comprehensive rehabilitation centers for individuals with ID using the SERVQUAL model. 128 parents of people with disabilities who benefited from comprehensive rehabilitation centers. An online questionnaire was used to collect data from the target parents. For this study, quantitative survey research was employed. The independent variable is the quality of services, while the dependent variable is the SERVQUAL model. According to the evaluation of parents, results indicated a gap between what was perceived and what was expected quality of services in the comprehensive rehabilitation centers (in all dimensions) in light of the SERVQUAL model for persons with intellectual disabilities. It is concluded that the SERVQUAL model was a good model to investigate the quality of services in the comprehensive rehabilitation centers for individuals with ID.
{"title":"Quality of Services in the Comprehensive Rehabilitation Centers for Individuals with ID: A Descriptive Study using SERVQUAL Model","authors":"M. Abdullah","doi":"10.6000/2292-2598.2022.10.01.5","DOIUrl":"https://doi.org/10.6000/2292-2598.2022.10.01.5","url":null,"abstract":"This study aimed to investigate the quality of services in the comprehensive rehabilitation centers for individuals with ID using the SERVQUAL model. 128 parents of people with disabilities who benefited from comprehensive rehabilitation centers. An online questionnaire was used to collect data from the target parents. For this study, quantitative survey research was employed. The independent variable is the quality of services, while the dependent variable is the SERVQUAL model. According to the evaluation of parents, results indicated a gap between what was perceived and what was expected quality of services in the comprehensive rehabilitation centers (in all dimensions) in light of the SERVQUAL model for persons with intellectual disabilities. It is concluded that the SERVQUAL model was a good model to investigate the quality of services in the comprehensive rehabilitation centers for individuals with ID.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44561704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-09DOI: 10.6000/2292-2598.2022.10.01.2
Kazuaki Maebara, Asuka Yamaguchi, Toru Suzuki, Aya Imai
Background: Recently, the use of Information and Communication Technology (ICT) in education has been promoted in Japan. However, teachers do not yet fully understand using ICT for persons with intellectual disabilities. Objective: This study clarifies the support functions of ICT as perceived by teachers involved in special needs education (support for students with intellectual disabilities). Methods: We conducted in-depth interviews with five teachers involved in special-needs education. We qualitatively analyzed the interview data obtained using content analysis. Results: From the interviews, 53 ICT-utilization episodes were obtained. These episodes were categorized into 13 categories of utilization and seven aspects of support: understanding, communication, behavior, meta-cognition, environment, memory, and opportunities. Conclusion: ICT is a beneficial tool to compensate for intellectual disabilities and help students with intellectual disabilities learn better. We believe that teachers can better assist students with intellectual disabilities by successfully matching individual needs with the ICT features. The results obtained in this study will be helpful while considering support for persons with intellectual disabilities, not only in education but also in vocational training, employment support, and telework support for persons with intellectual disabilities.
{"title":"A Qualitative Study on The Function of Information and Communication Technology Utilization in Teaching Students with Intellectual Disabilities: Implications for Techniques of Teaching/Job Coaching","authors":"Kazuaki Maebara, Asuka Yamaguchi, Toru Suzuki, Aya Imai","doi":"10.6000/2292-2598.2022.10.01.2","DOIUrl":"https://doi.org/10.6000/2292-2598.2022.10.01.2","url":null,"abstract":"Background: Recently, the use of Information and Communication Technology (ICT) in education has been promoted in Japan. However, teachers do not yet fully understand using ICT for persons with intellectual disabilities.\u0000Objective: This study clarifies the support functions of ICT as perceived by teachers involved in special needs education (support for students with intellectual disabilities).\u0000Methods: We conducted in-depth interviews with five teachers involved in special-needs education. We qualitatively analyzed the interview data obtained using content analysis.\u0000Results: From the interviews, 53 ICT-utilization episodes were obtained. These episodes were categorized into 13 categories of utilization and seven aspects of support: understanding, communication, behavior, meta-cognition, environment, memory, and opportunities.\u0000Conclusion: ICT is a beneficial tool to compensate for intellectual disabilities and help students with intellectual disabilities learn better. We believe that teachers can better assist students with intellectual disabilities by successfully matching individual needs with the ICT features. The results obtained in this study will be helpful while considering support for persons with intellectual disabilities, not only in education but also in vocational training, employment support, and telework support for persons with intellectual disabilities.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47393329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-09DOI: 10.6000/2292-2598.2022.10.01.7
O. Vovchenko, Nataliia A. Lytvynova, Y. Tsekhmister, Dariia T. Hoshovska, N. Vichalkovska
Objective: To study the influence of the development of emotional intelligence of adolescents with CDs through the involvement of their parents and teachers in socialisation. The emotional sphere of adolescents with cognitive disorders (CDs) is no less important than correcting their cognitive development. The methods that allow fixing the patients' ability to recognise emotions don't realise the functioning of their emotional sphere. Method: Questionnaires were used for diagnosing the emotional interaction of parents and teachers with adolescents with CD, the questionnaire for measuring the socialisation of adolescents "How adapted I am to life" by A. Furman, statistical analysis ANOVA, correlation analysis r of Pearson, content analysis of the qualitative data. Results: Standardised questionaries developed that reflect the formation of emotional intelligence of the adolescent with CDs through the interaction with their parents and teachers. Empirical data obtained while research resulted in statistically significant correlations of emotional intelligence between parents, teachers and psychologists and social adaptation measured via Furman questionary. It was found that the positive emotional interaction and tactile support of adolescents with CDs with their parents increases the level of social adaptation. Similar correlations were found in teachers' emotional interaction with the adolescents with CDs. The number of parents who showed a low emotional and tactile interaction with adolescents was 20%. Conclusions: Detected statistically significant correlations proved that the high role of the participation of parents and teachers in the process of forming emotional intelligence contributes to the successful socialisation of adolescents with cognitive disorders.
{"title":"Socialisation of Adolescents with Cognitive Disorders through Emotional Intelligence","authors":"O. Vovchenko, Nataliia A. Lytvynova, Y. Tsekhmister, Dariia T. Hoshovska, N. Vichalkovska","doi":"10.6000/2292-2598.2022.10.01.7","DOIUrl":"https://doi.org/10.6000/2292-2598.2022.10.01.7","url":null,"abstract":"Objective: To study the influence of the development of emotional intelligence of adolescents with CDs through the involvement of their parents and teachers in socialisation. The emotional sphere of adolescents with cognitive disorders (CDs) is no less important than correcting their cognitive development. The methods that allow fixing the patients' ability to recognise emotions don't realise the functioning of their emotional sphere. \u0000Method: Questionnaires were used for diagnosing the emotional interaction of parents and teachers with adolescents with CD, the questionnaire for measuring the socialisation of adolescents \"How adapted I am to life\" by A. Furman, statistical analysis ANOVA, correlation analysis r of Pearson, content analysis of the qualitative data. \u0000Results: Standardised questionaries developed that reflect the formation of emotional intelligence of the adolescent with CDs through the interaction with their parents and teachers. Empirical data obtained while research resulted in statistically significant correlations of emotional intelligence between parents, teachers and psychologists and social adaptation measured via Furman questionary. It was found that the positive emotional interaction and tactile support of adolescents with CDs with their parents increases the level of social adaptation. Similar correlations were found in teachers' emotional interaction with the adolescents with CDs. The number of parents who showed a low emotional and tactile interaction with adolescents was 20%. \u0000Conclusions: Detected statistically significant correlations proved that the high role of the participation of parents and teachers in the process of forming emotional intelligence contributes to the successful socialisation of adolescents with cognitive disorders.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42333240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-09DOI: 10.6000/2292-2598.2022.10.01.6
Ikemefuna Taire Paul Okudolo, V. Ojakorotu
This study analyzes the intrinsic causes of disabled persons' marginalization from elite circles in Nigerian public administration organizations. Its foci among other things are to proffer measures for Nigeria's context of disabled persons' advancement into public bureaucracies' assembly of decision-makers, promote their topmost belongingness in public policy governance, offer ways to sustain disability-friendly public personnel promotion stratagem, propose means to realize public sector-friendly disability inclusivity. Political culture theory is espoused as the theoretical framework. The study parallels the qualitative methodology of a phenomenological inclination. Perceptions, views, and notions on how to promote disability-friendly policies, across all Nigerian public ministries, departments, and agencies (MDGs), toward facilitating upward mobility of disabled public administrators into directorate positions in the public services, derived from questionnaires, interviews, and correlated document analysis constituted data for the study. Content analysis approach guided by heuristic re-constructionism epistemology was adopted for analyzing data. Data from questionnaires were presented in quantitative content analysis. The study finds that there persist low political will towards domestication and implementation of globally agreed affirmative statutes for sustainable advancement of the education, talents, employment, promotion, and generally inclusion of disabled persons, particularly into the elite circle of Nigerian public bureaucracies. The finding mentioned above highlights the immanent variables that constitute major obstacles to the disabled public personnel belongingness as elite public administrators in determining the outputs and outcomes of public administration in Nigeria. It recommends, amongst others, prioritization of disabled persons' inclusion into the top staff echelon of public administration's MDGs across all the Nigerian tiers.
{"title":"Promoting Disabled Persons’ Belongingness in Elite Circles of Nigerian Public Administration Setups: Diagnosis and Treatment","authors":"Ikemefuna Taire Paul Okudolo, V. Ojakorotu","doi":"10.6000/2292-2598.2022.10.01.6","DOIUrl":"https://doi.org/10.6000/2292-2598.2022.10.01.6","url":null,"abstract":"This study analyzes the intrinsic causes of disabled persons' marginalization from elite circles in Nigerian public administration organizations. Its foci among other things are to proffer measures for Nigeria's context of disabled persons' advancement into public bureaucracies' assembly of decision-makers, promote their topmost belongingness in public policy governance, offer ways to sustain disability-friendly public personnel promotion stratagem, propose means to realize public sector-friendly disability inclusivity. Political culture theory is espoused as the theoretical framework. The study parallels the qualitative methodology of a phenomenological inclination. Perceptions, views, and notions on how to promote disability-friendly policies, across all Nigerian public ministries, departments, and agencies (MDGs), toward facilitating upward mobility of disabled public administrators into directorate positions in the public services, derived from questionnaires, interviews, and correlated document analysis constituted data for the study. Content analysis approach guided by heuristic re-constructionism epistemology was adopted for analyzing data. Data from questionnaires were presented in quantitative content analysis. The study finds that there persist low political will towards domestication and implementation of globally agreed affirmative statutes for sustainable advancement of the education, talents, employment, promotion, and generally inclusion of disabled persons, particularly into the elite circle of Nigerian public bureaucracies. The finding mentioned above highlights the immanent variables that constitute major obstacles to the disabled public personnel belongingness as elite public administrators in determining the outputs and outcomes of public administration in Nigeria. It recommends, amongst others, prioritization of disabled persons' inclusion into the top staff echelon of public administration's MDGs across all the Nigerian tiers.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43317672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-08DOI: 10.6000/2292-2598.2021.09.06.5
Eleni Laskaraki, A. Alevriadou, Eleni Rachanioti
Employability skills are necessary for youth with Intellectual Disabilities (IDs) to successfully navigate their transition from educational settings to autonomous adult life. Most importantly, research evidence has shown that individuals with IDs appear to perform adequately on job tasks, yet they frequently face inadequacies in the social aspects of work life. Although much of the existing employability research has focused on social skills training related to employability for individuals with other disabilities, people with IDs are underrepresented in the literature. Thus, this review aimed to provide insight into the existing social skills interventions that promote employability in transition-age youth with IDs. Results indicated that although there is a limited number of studies regarding intervention programs on improving social skills related to employment for individuals with IDs, the majority of them positively impacted target behaviors, thus highlighting the need for further empirical research.
{"title":"Employability Social Skills Interventions in Transition-Age Youth with Intellectual Disabilities: A Literature Review","authors":"Eleni Laskaraki, A. Alevriadou, Eleni Rachanioti","doi":"10.6000/2292-2598.2021.09.06.5","DOIUrl":"https://doi.org/10.6000/2292-2598.2021.09.06.5","url":null,"abstract":"Employability skills are necessary for youth with Intellectual Disabilities (IDs) to successfully navigate their transition from educational settings to autonomous adult life. Most importantly, research evidence has shown that individuals with IDs appear to perform adequately on job tasks, yet they frequently face inadequacies in the social aspects of work life. Although much of the existing employability research has focused on social skills training related to employability for individuals with other disabilities, people with IDs are underrepresented in the literature. Thus, this review aimed to provide insight into the existing social skills interventions that promote employability in transition-age youth with IDs. Results indicated that although there is a limited number of studies regarding intervention programs on improving social skills related to employment for individuals with IDs, the majority of them positively impacted target behaviors, thus highlighting the need for further empirical research.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42344229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：