Intellectual Disabilities Research Paper

The options consist of community-based Intermediate Care Facilities for Individuals with Intellectual Disabilities such as group homes, supervised apartments, and supported living. Persons with Intellectual and Developmental Disabilities are provided opportunity to lead more productive lives, make choices and decisions about their future. The program works with the community to assist families and persons in choosing alternatives resources. Such as jobs, homes, training, access to medical services. Each of the programs emphasizes training and educating the community integration.

Reason for Assessment: Joe was referred for an Assistive Technology Assessment due to parent request as part of the special education services. His mother reports concerns for Joe’s organization. Joe has a history of academic difficulties due to attention related challenges. Joe is considered eligible for special education services under the eligibility criteria for Other Health Impaired (OHI). This is due to characteristics of an Attention Deficit Disorder that manifests itself in a heightened alertness to environmental stimuli that results in a limited alertness to the educational environment, which is adversely affecting Joe's educational performance.

It is clear from the literature that the community needs to start viewing people with intellectual disabilities as sexual beings, with the same rights as everyone else, not some asexual object which requires sterilisation (Bass, 1963; Hillier, Johnson, & Harrision, 2002; Pfeiffer, 1994; Aunos & Feldman, 2002). As professionals trying to support people with intellectual disabilities, it has been suggested by literature that you need to maintain an open mind, and foster a positive attitude to assist this group efficiently and effectively (Aunos & Feldman, 2002; Mayes, Llewelyn, & McConnell, 2007; Mitchell & Butler, 1978). The pre- and post-natal care of a child, as well as supporting persons with varying intellectual or physical disabilities, by all accounts looks like an incredibly hard task, yet as a Disability Case Manager it is your job to create goals, manage resources and implement plans, to ensure the needs and best interests of your clients are, to the best of your ability, met (Meppelder, Hodes, Kef, & Schuengel,

During this period, the difference between individuals with and without intellectual disability becomes more apparent. The impacts of the intellectual disability on development depend on severity of the disability. For example, children with a mild intellectual disability may still acquire self-care skills, but only at a slower rate. However, with the proper support system, they have the potential to live normal and independent lives. People with more severe intellectual disability, on the other hand, will significantly need more support with activities, such as eating, bathing, and dressing.

According to Dickerson (1991), an intellectual disability is the “significant sub-average general intellectual functioning existing concurrently with deficits in adaptive behaviours, and manifested during the developmental period” (p.21). The social model of disability accentuates that disability is socially constructed by the interaction between the cultural and structural aspects of society (Bigby et.al, 2010).This is further discussed by Oliver (1996), who states that it is not the impairment that causes disability, but instead it is society that disables people through negative attitudes, individual prejudice, segregated education, exclusion from services and denial of rights. Individuals with an intellectual disability are also often perceived

In the following section, a number of procedures that have been used for the assessment of speech intelligibility in children are reviewed. The procedures include some methods designed for immediate clinical application, some that were developed for specific research purposes, and some that were targeted for a particular population. There are five principal categories of assessment procedures available for the evaluation of children’s intelligibility based on a comprehensive review by Kent, Miolo, and Bloedel (1994): Group 1. Procedures That Emphasize Phonetic Contrast Analyses (e.g., CID word SPINE; Monsen, 1981; Test of Children’s Speech (TOCS); Hodge, 1992).

We will describe the results of our exploration of the IEP as a mediating tool for development of educational practiceaccording to the identified themes. We willdescribe IEP as a new formal regulatory mechanism and look into the compliance to legislation in terms of distribution indicating acceptance of IEP and discuss evidence ofIEP (in)effectiveness in practice. Since the tool always implies more possible uses than initially prescribed (Engeström, 1990), we will explore the aspects of educational practice affected by the introductionof IEPs, focusing particularly on contradictions and disparate views of different stakeholders. Distributionof IEP as indicator of acceptance of IE Education legislation in Serbia requires that IEPs are used

In the past, most individuals with intellectual disabilities did not have children because they were not given proper treatment and were mainly forced in institutions with improper care. Because of the parents intellectual disability they may disregard some of the important things that a child needs, such as nutrition, hygiene, and attention. Another issue that parents with disabilities can face is trouble coping with their

This is a summary of the article by Marshall, K., Coiffait, F., and Willoughby-Booth, S. (2013) ‘Assessing distress in people with intellectual disabilities’ Learning Disabilities Practice.16(3), pp. 26-30. • The article is a research on how distress in people with intellectual disabilities are assessed with the use of assessment tools and the treatment offered. • The assessment criteria use in measuring distress of people with intellectual disabilities does not give an accurate diagnoses hence people with intellectual disabilities are left at the risk of psychological and emotional distress than the general population. • The extent of this problem is not known because of the heterogeneity of the population of people with intellectual disabilities

Intellectual disability (ID) is also known as mental retardation and is characterized by below-average intelligence or mental ability and it is necessary to have a skills for day-to-day living. People with intellectual disabilities can and do learn new skills, but they learn them more slowly. There are varying degrees of intellectual disability, from mild to profound. Intellectual disability is a disability that occurs before age 18.

Common to individuals with learning disabilities are the following characteristics: a) delayed spoken language development manifested by limited or immature vocabulary, difficulty in organizing ideas in logical sequence, and confusion during complex conversations; b) poor spatial coordination manifested by unusual difficulty when oriented in new surroundings, and difficulty in finding objects or arranging and organizing their belongings; c) inadequate time concepts in which an individual lacks a sense of time or may not be aware of the passage of time that is why he or she is often late or unprepared, and cannot break down tasks into manageable segments; d) difficulty in managing relationships which means an individual may have difficulty noticing similarities or differences between concepts or objects or lack of judgment about what is important; e) direction related confusion or the inability to comprehend guidelines or instructions and to utilize concepts of right, left, up, down and so on; f) poor general motor coordination which may include clumsiness, poor coordination, poor balance, or falling down a lot; g) poor manual dexterity or inability to manipulate equipments such as pens or books and often forget tasks needed to be done; h) social imperceptions manifested by behaviors inappropriate to an individual’s age, may be insensitive to others, and may not adapt social behaviors; i) inattention or the inability to concentrate or focus for long periods of time; j)

Keywords: ‘Intellectual disability*’ OR ‘learning disability*’ OR ‘mental retardation’, ‘communication’, ‘pain’. Chapter One: 1.0: Introduction: 1.1: Background: People who have an intellectual disability often experience difficulty in relation to communication. According to the World Health Organisation (Euro.who.int, 2016), ‘Intellectual disability means a significantly reduced ability to understand new or complex information and to learn and apply new skills (impaired intelligence). This results in a reduced ability to cope independently (impaired social functioning), and begins before adulthood, with a lasting effect on development.’

I have learned that being their cheerleader and giving them words of encouragement, are the best ways to keep them going. Thesis: To master the job of a Special Education teacher, it is important to have the right skillset. Preview: Today I will go through different teaching styles, how to best communicate, and the importance of patience as a special education teacher.

There is no commonly accepted definition of intellectual disability and the systems or criterions used to classify intellectual disability continue to change through time. Some older definitions of intellectual disability were biological aspects. Later definitions stressed social aspects. However, recent definitions reflect all aspects of the condition such as the biological, social, intellectual aspects that are associated with intellectual disability. The conceptual nature of intellectual disability is illustrated by the evolving classificatory criterion of the American Association on Mental Retardation and the range of standard that researchers use.

Introduction An Intellectual Disability (ID) can be defined as a disability characterised by significant limitations in both intellectual performance and adaptive behaviour. This disability initiates before the age of eighteen (Shalock et al, 2010). Historically, people with ID did not have long life expectancies. The explanation for this is not definite, but it is thought that it was due to a lack of education to the general public and medical professionals in relation to health conditions (Mash et al, 2009).