Journal of Intellectual Disabilities最新文献

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).

Background: Self-injurious behaviour (SIB) is a serious and persistent phenomenon affecting a substantial proportion of autistic individuals. Autistic individuals with severe intellectual disabilities and co-occurring mental health disorders may be at increased risk of engaging in SIB. However, knowledge is limited concerning the relationship between mental health and SIB in this population.

Methods: Multimodal, comprehensive mental health assessments of 10 autistic adults with severe intellectual disabilities and severe and persistent SIB were conducted, following current recommendations and including multiple assessment tools.

Results: All participants were diagnosed with a mental health disorder. While all participants had displayed SIB for decades (M = 22.80 years), for 8/10 participants, co-occurring mental health disorders had not been previously assessed or diagnosed.

Conclusion: Persistent SIB in autistic people with severe intellectual disabilities may be associated with unmet mental health needs. These results highlight the importance of conducting comprehensive mental health assessments in these individuals.

This study examines how managers and lead practitioners in Norwegian day activity centres facilitate the participation of individuals with intellectual disabilities in the labour market. Thirteen participants took part in focus groups, and the qualitative data was analysed using reflexive thematic analysis. Three main themes emerged: (a) No one else takes responsibility for people who do not fit in, highlighting why centres take on this role; (b) Being solution-oriented and proactive - Taking responsibility for labour market participation, describing how staff actively facilitate transitions to the labour market; and (c) Challenging and complex - Experiences of adapting pathways from day activity centres to the labour market, reflecting the difficulties involved. Findings are discussed in light of case management theory. The study emphasises the crucial role of day activity centres in promoting inclusion and calls for their recognition within Norway's political and organisational frameworks for employment support.

As people with intellectual disability live longer, the number of people living with dementia is increasing, creating an imperative to implement tailored post-diagnostic supports that enable identity, self-determination, quality of life and well-being. To inform the development of post-diagnostic guidance for persons with intellectual disability living with dementia, a qualitative descriptive study was undertaken to understand experiences of accessing and using post-diagnostic supports and desired future supports. Four main themes resulted: 1. Being me: a sense of self through connection and valued life pursuits; 2. Meeting the social and personal needs of the person; 3. Formal processes that support people living with intellectual disabilities and dementia; 4. Challenges in supporting people living with intellectual disabilities and dementia. Findings identified areas of importance to living well, emphasising sense of self, social connectedness and meeting changing needs and care requirements in varied contexts through collaborative pre-emptive planning centred on the person.

The aim of the literature review was to identify knowledge and knowledge gaps concerning risks of violence toward children, youth, adults and elderly with intellectual disabilities, and how risks can be identified and prevented. The research revealed that children, youths and adults labelled with intellectual disabilities are more exposed to violence than others and that the target group lack knowledge about risks of violence and what it means to be exposed to violence. It was also found that professionals who work with people with intellectual disabilities may lack knowledge about violence, and those who work with violence lack knowledge about intellectual disabilities. There is thus a need to further elaborate routines to identify exposure to violence, and to identify the target group and a need to create collaborative teams with professionals who have in-depth knowledge of violence, and those who have in-depth knowledge about the target group.