Parallel Text: Making Research Accessible to People with Intellectual Disabilities

The full involvement of people with intellectual disabilities in research that relates to them is a central concern at present. An important aspect of involvement is making academic writing more accessible. While this can be achieved by including a simplified synopsis or by producing separate simplified documents, such attempts can still represent a “them” and “us” ethos. One alternative is to publish academic papers with a “parallel text” for people with intellectual disabilities. This not only provides a simplified version but also facilitates access to the main document. In this paper, we describe background research for developing the idea of parallel texts and discuss the technical considerations for others wishing to present academic work in a similar manner.     

Traditional Chinese Values and Attitudes of Chinese University Students toward People with Intellectual Disabilities

The purpose of the study was to explore relationships between traditional Chinese values and attitudes toward people with intellectual disabilities. A total of 534 college students in China participated in the study. Two instruments that measure Chinese values and attitudes toward people with intellectual disabilities were used. Results indicated that the value of cultivation of virtues (benevolence, humanity, and a sense of justice) was positively related to attitudes toward people with intellectual disabilities; and that the values of social traditionalism and cultural inwardness (cultural superiority and intolerance) were negatively correlated with attitudes toward people with intellectual disabilities. Additionally, university students majoring in special education or with more knowledge of disabilities had more favourable attitudes toward people with intellectual disabilities than university students majoring in regular education or with little knowledge of disabilities. Implications of the findings are discussed in the context of socio‐economic environments in China.     

Self-Operated Verbal Instructions for People with Intellectual and Visual Disabilities: Using instruction clusters after task acquisition

Three adults with intellectual and visual disabilities were taught vocationally relevant tasks through the use of a self-operated verbal instruction system. During training, the system presented one verbal instruction per task step, individually. After training, the system presented instructions arranged in clusters/groups of two. Data showed that during training all participants achieved percentages of correct task performance exceeding 90. The subsequent use of instruction clusters was effective in maintaining high levels of correct performance for each adult, whereas a deterioration of performance occurred when instructions were not available. Implications of the findings are discussed.     

美国对身心障碍者的家庭支持及其对我国的启示

作者通过对美国对身心障碍者家庭支持的相关文献、政策、趋势的研究,就美国政府给身心障碍者家庭支持的状况和所面临的问题进行阐述,从中汲取对我国残疾人家庭支持的理论和实践有借鉴意义的内容.     

Human Rights and People with Disabilities

Discusses human rights issues related to people with disabilities in Australia. The issues surrounding human rights for people with disabilities are related to the concepts of discrimination, legislation and social justice. Findings from recent Federal inquiries into homeless children and mental illness highlight major deficits in services for persons with disabilities. Given the rapidly changing nature of our society, improved community‐based services must become a priority. Schools and education have a major role to play in the provision of such services. It is concluded that every Australian has the responsibility to advocate with and on behalf of people with disabilities.     

有关智障青少年肥胖状况的调查研究

采用体质监测、文献资料调研和数理统计等方法,对北京市智障青少年的肥胖状况进行调研分析,结果显示:以BMI值作为筛查指标,智障青少年超重和肥胖的比例很高,且呈现明显的低龄化趋势,儿童期肥胖状况严重.患有唐氏综合症的智障青少年肥胖发生率高于未患有唐氏综合症的智障青少年.     

Psychodynamic Therapy and Intellectual Disabilities: Dealing with challenging behaviour

One of the most serious problems facing families and care staff concerns the treatment of extremely behaviourally disturbed individuals with an intellectual disability. Frequently these people are termed "dual-diagnosed" or with "challenging behaviour." The kinds of behaviour which present in this group can be broadly described as extremely aggressive either in their environment, to others (parents, staff, and other residents), to themselves (self-injurious behaviour which in its extreme forms are life threatening), or who are so withdrawn that living with others is unbearable. Treatment is often only possible in closed facilities and with special medication, as the prognosis for community living and social acceptance is extremely poor. In this article some theoretical material on a psychodynamic orientation concerning the diagnosis and treatment of mental illness in this group is presented. Four cases concerning long term treatment are then described--an extremely aggressive young man with a mild intellectual disability, a young man with multiple disabilities whose behaviour is destructive, a very withdrawn young woman with life threatening self-destructive behaviour, and a young autistic man with a broad spectrum of extremely uncontrollable behaviour. Finally, the success and limitations of the approach are discussed.     

Children and Youth with Intellectual Disabilities: Targets for Sexual Abuse

A disproportionate number of children and youth with an intellectual disability are victims of sexual abuse. This paper examines the characteristics and behaviours which may exacerbate the vulnerability of persons with an intellectual disability toward abusive relationships. Recognition is given to the important roles educators can play in die identification, referral, intervention, and prevention of sexual abuse.     

Including Learners with Intellectual Disabilities: stressful for teachers?

Since 1994 the demand to educate learners with special needs within mainstream classrooms in South Africa has continued to grow and the implementation of inclusive education is in the final process of legislation. The result has been that an increasing number of learners with disabilities, including intellectual disabilities, are being included in mainstream classrooms. International research indicates that it is especially the acceptance of learners with intellectual disabilities that seems to raise the most sensitive issues for teachers within inclusive classrooms. This research study was designed to investigate the stressors related to the specific situation of including a learner with an intellectual disability in mainstream classrooms and the subsequent stress levels of teachers in the Gauteng and Western Cape provinces of South Africa. The design and methodology of this study was a combination of quantitative and qualitative methods. Fifty-five teachers were purposefully selected to complete a questionnaire focusing on the effect of potential stressors on teachers when including a learner with an intellectual disability. In-depth structured interviews were conducted with 10 of these teachers. This project is highly significant as policies of inclusion rely on teachers' acceptance of them, belief in their worth, and ability to cope. An understanding of the conditions that are likely to cause teachers most stress during inclusion will allow for more appropriate teacher training and for more focused support to teachers in inclusive classrooms.     

Pieces of the Puzzle: Measuring the Personal Competence and Support Needs of Persons With Intellectual Disabilities

Theoretical and empirical efforts to develop valid methods by which to identify people with mental retardation and related disabilities have been underway for approximately 100 years. Recently, there is a growing consensus that mental retardation is best conceptualized as significant limitations in the multidimensional construct of personal competence. In addition to physical competence, personal competence is conceptualized to include, at the broadest level of conceptualization, the domains of conceptual, practical, and social intelligence. Due to limitations in personal competence, the defining characteristic of persons with mental retardation is an ongoing need for types and intensities of support that most others in society do not require. Current models of personal competence are described and the types of measurement tools available to measure essential dimensions of personal competence are discussed. Additionally, a systematic approach is described for assessing support needs and developing plans to meet these needs.     

African-American and Euro-American Preschoolers with Intellectual Disabilities: Patterns of Play with Toys

The patterns of cognitive play of 28 African-American and Euro-American preschool children with intellectual disabilities are reported. Fourteen children representing each group, matched on developmental age and family variables, were observed playing independently at home. Categorical and sequential play behaviors were coded from videotapes using a 15-second partial interval coding procedure. The pattern of African-American children's play was more reflective of their developmental age than the pattern of Euro-American children's play for their developmental age. Between group effects emerged for only 1 of 15 dependent variables included in the analyses: length of single scheme sequence. The results highlight children's strengths and challenge commonly held stereotypes. Recommendations for future research are provided.     

Empowering Culturally Diverse Families of Young Children with Disabilities: The Double ABCX Model

Many culturally diverse families and their young children with disabilities or delays are not provided appropriate early intervention/early childhood special education services, especially not in a culturally sensitive and meaningful context. Families with diverse backgrounds often feel helpless and stressful because their values are not respected, concerns are not identified, and therefore their needs are not met due to the lack of support from appropriate resources. The purpose of this article is to provide a positive strategy to empower families of young children with special needs and who are from culturally diverse backgrounds through a family-centered, strength-focused family system model: Double ABCX model. Procedures of implementing the double ABCX model was described and discussed. Supported by previous research and the current case studies, the double ABCX family adaptation model has found to be an effective approach to serving diverse families of children with disabilities.     

African-American and Euro-American Preschoolers with Intellectual Disabilities: Patterns of Play with Toys

The patterns of cognitive play of 28 African-American and Euro-American preschool children with intellectual disabilities are reported. Fourteen children representing each group, matched on developmental age and family variables, were observed playing independently at home. Categorical and sequential play behaviors were coded from videotapes using a 15-second partial interval coding procedure. The pattern of African-American children's play was more reflective of their developmental age than the pattern of Euro-American children's play for their developmental age. Between group effects emerged for only 1 of 15 dependent variables included in the analyses: length of single scheme sequence. The results highlight children's strengths and challenge commonly held stereotypes. Recommendations for future research are provided.     

Educating Pupils with Intellectual Disabilities in England: Thirty years on

In April 1971, responsibility for the education of all children with intellectual disabilities in England and Wales passed from health to education authorities at national and local level. From that date, no child could be declared to be "ineducable," regardless of the nature or severity of their disability or whether they were living with their families or in residential institutions. The former Junior Training Centres were redesignated as special schools and were administered by the same Local Education Authorities who were responsible for all other publicly funded schools in the community. This paper highlights major developments in the education of children with intellectual disabilities in the light of an early review of progress and problems and subsequent reforms to the education system as a whole. Key issues include access to the National Curriculum, prospects for the education of children with intellectual disabilities in mainstream schools, and the implications of these developments for the professional development of all teachers.     

Children with Intellectual Disabilities and Special School Education in Ghana

Even though Ghana has embraced international calls for mainstream education, many children with intellectual disabilities still receive education in segregated special schools. This article discusses the views of seven informants on the importance of special schools in Ghana. After securing the consent of our informants, we conducted in-depth qualitative interviews, transcribed and subjected the data to thematic analysis. The following views on the education of children with intellectual disabilities in special schools emerged; availability of dedicated teachers, variations in learning activities, playing the preparatory role, inclusion on their premises, discrimination and cultural stereotypes. The findings indicate that special schools still play important roles in the education of children with intellectual disabilities in Ghana.     

Empowering and Enabling or Patronising and Pressurising?: Opening dialogues between staff and students

In this article we reflect on the process and experience of our attempts to open dialogues between Women's Studies staff and students on the topic of feminist teaching practices. The article provides biographies of the staff and students concerned, discusses what is meant by empowerment and delinates the debates regarding the Women's Studies teaching model. By reflecting on the responses made to the points in an earlier conference paper on teaching practices we address the contradictions and conflicts inherent in attempting 'empowering' education and opening dialogues.