Journal of Intellectual Disabilities最新文献

Wordless picture books enhance comprehension and vocabulary growth and motivate children with intellectual disabilities to participate in literary activities. However, the reception of picture books can be challenging because deliberate selective attention processes and recognition of the image's meaning are often delayed. Examining eye movements may help explore these cognitive processes. Therefore, we examined eye movements in 29 children with mild and moderate intellectual disabilities as they explored a wordless picture book, presented on a screen and compared them to 14 typically developing children using a Tobii Pro X3-120 eye tracker. The findings showed that children with moderate intellectual disabilities had shorter fixation duration, fixated less often, and revisited regions of interest less frequently. Our results suggest that children with moderate intellectual disabilities have greater difficulties in selectively directing their attention toward regions of visual input with a high level of informativeness and expend less cognitive effort to understand their meaning.

Families cannot easily identify and cope with the changing health problems and needs of children transitioning into adulthood. This pilot randomized controlled study aims to improve the family's quality of life and reduce mothers' perceived stress levels by implementing an educational program (Transition to Adulthood Training Program - TATP). A total of 33 mothers of children with intellectual disabilities were randomly assigned to the groups. Data were collected using the Personal Information Form, Beach Center Family Quality of Life (BCFQOL), and Perceived Stress Scale. The intervention group showed a significant increase in the BCFQOL mean score rather than the control group (p<.001). There was a significant decrease in the perceived stress scores of the mothers in the intervention group after the TATP training sessions (p<0.05). The TATP intervention not only increased the quality of family life for these mothers but also led to a reduction in their perceived stress levels.

Effective collaboration between schools and community agencies is paramount for the successful transition of students with disabilities to post-secondary educational settings. This study, conducted in Riyadh, Saudi Arabia, focuses on assessing the level of collaboration from the perspective of parents of students with intellectual disabilities. Using descriptive analysis, data was gathered from 191 parents, and the results indicate a perceived low level of collaboration between schools and various agencies in planning and supporting the transition to post-secondary environments. The study results evaluate collaboration in three dimensions: (a) universities rank lowest with $\overline{x}$ =1.61 and SD=1.102). (b) vocational training centers ranking highest (1^st rank) with an $\overline{x}$ = 1.97 and SD = 1.079), and (c) other relevant service centers 2^nd rank with $\overline{x}$ =1.69 and SD= 1.177. The findings emphasize the necessity for legislative measures directing agencies to engage in collaborative agreements with secondary schools. This proactive approach aims to enhance opportunities for students with intellectual disabilities during their transition to post-secondary education and training. The study concludes with implications for future research and recommendations for fostering improved collaboration and support mechanisms.

This study investigates UAE teachers' beliefs and practices regarding vocational rehabilitation (VR) services for individuals with intellectual disabilities. The study used a descriptive survey methodology with a 30-item Likert scale questionnaire. The sample size consisted of 121 VR teachers in the Emirate of Abu Dhabi. The data was analyzed using Fisher's exact test and the Chi-square test. Male teachers (P<0.0063) and diploma in special education holders (P<0.0272) were significantly good at career counseling, while female teachers and bachelor's in education degree holders were good at vocational training (P<0.0039 and P<0.0001, respectively) and placement (P<0.0006 and P<0.001). Educators with 1-5 and 6-10 years of experience had more positive beliefs and practices than their more experienced counterparts in terms of VR services. VR instructors have an important role in improving the results and opportunities for people with intellectual disabilities, and their empowerment and professional development should be endorsed.

The content of social studies encompasses various topics such as culture, citizenship, values, geography, and history. However, social studies has historically been an under-researched academic content area for students with intellectual disabilities. The aim of this study was to identify and summarize empirical research on social studies instruction for students with intellectual disabilities. We searched for articles in two electronic databases from 2000 to 2023. We applied seven inclusion criteria to 1709 articles that emerged in databases. A total of 13 empirical studies met the inclusion criteria. We conducted a narrative review across these 13 studies. Results showed that students with intellectual disabilities improved social studies skills through effective instructional strategies including graphic organizers, technology-based instruction, time delay, and task analysis. Also, social studies instruction for students with intellectual disabilities mostly focused on history and geography. We discussed the findings along with their limitations and provided recommendations for future research.

The inclusion of individuals with intellectual disabilities into the labour market is a challenge in advanced societies, with only a very reduced percentage of these individuals being able to access the free labour market. Whilst some progress has recently been made, there is still a need to further explore the different conditioning factors. A total of 125 users belonging to the three employment modalities of Occupational Workshops (OW), Occupational Centers (OC) and Supported Employment (SE), participated in this study. Differences between modalities were determined for employability, quality of life, and body composition. Employability skills were higher for SE compared to OW and OC; the index of quality of life was higher for OC and SE groups compared to OW; no differences were found in body composition between groups. The quality-of-life index was higher for participants performing remunerated employment modalities and employment skills increased when work was more inclusive.

This study explored potential factors of numeracy acquisition in young children with intellectual disabilities. Those factors are determined to assess parents' academic expectations and home practices that they use with their children daily. The sample consisted of 187 Greek-speaking couples, comprising a total number of 374 parents. All of them had a child with mild intellectual disabilities aged between 4 and 7 years old. Since Greece is placed among European countries with the lowest median disposable income it is significant to assess the potential effects of each family's socioeconomic status. We employed structural equation modeling to identify potential factors affecting a child's with intellectual disabilities numeracy outcomes. Analysis of moments structures (AMOS) revealed that there is a good fit for the suggested second-order structural equation model. Results are discussed regarding their practical implications.

The concept of 'vulnerability' in children is critical to needs-related planning and risk management. Despite proliferation of measures there is limited evidence-base to support the validity of existing, relevant clinical assessments. The FACE CARAS young person's risk assessment toolkit includes a measure of vulnerability-the Learning Disability Vulnerability Assessment Scale (LD-VAS). Good inter-rater reliability has been reported but construct validity has not previously been demonstrated. The aims of this study were to assess the construct-validity of the tool by: (i) evaluating the dimensionality of the ratings produced, and (ii) modelling the ability of the scores to quantify the care needs of young people. LD-VAS ratings were available for 143 young people, the dimensionality of the scale ratings was assessed using a parallel analysis and confirmatory factor analysis (CFA). The ability of scores to predict care-level was modelled using discriminant function analysis and multinomial logistic regression. A single factor CFA model showed a good fit to the data. The discriminant function analysis suggested several scoring profiles exist, relating to care-level. On multinomial logistic regression the scores could statistically significantly differentiate between those in the lowest and higher intensity care categories. The LD-VAS appears to have construct validity and is potentially useful in supporting rational decision-making regarding care-provision for children affected by learning disability.

This study sought to identify the challenges involved in employing people with intellectual disabilities from an employer's perspective, along with potential solutions to those challenges. The study used a qualitative approach, with semi-structured interviews the main method of data collection. The sample of eight individuals are purposefully selected managers of private sector companies in the Makkah region of Saudi Arabia. The study found that, from the perspective of these employers, the key challenges involved in employing people with intellectual disabilities are the need to provide an appropriate work environment, and the cost involved in doing so, and the lack of awareness of the abilities of people with intellectual disabilities, together with the related fears, and a lack of awareness of the benefits of employing such individuals. The study provided suggestions for overcoming these challenges, and suggests ways in which the employment of people with intellectual disabilities in Saudi Arabia can be promoted.

Multimorbidities; diseases and health conditions reported concurrently; are quantified and visualised herein for men and women who are ageing in Ireland with an intellectual disability data from the Intellectual Disability Supplement to the Irish Longitudinal Study on Ageing (IDS-TILDA). Network modelling, using association rules, provides insight into how likely certain diseases are to present together for each sex. Multimorbidity patterns including commonly reported pairs and triads of health conditions and clustering patterns of diseases presenting in people with an intellectual disability aged 50 and above are compared with the general population of the same age using previously published analysis from the Irish Longitudinal Study on Ageing (TILDA).