scholarly journals СТАВОВИ МАТУРАНАТА ПРЕМА СОЦИЈАЛНОЈ ИНТЕГРАЦИЈИ ОСОБА СА ИНТЕЛЕКТУАЛНОМ ОМЕТЕНОШЋУ

TEME ◽  
2018 ◽  
pp. 017
Author(s):  
Марија Мирослав Цвијетић
Keyword(s):  
High School ◽  
Intellectual Disability ◽  
Social Integration ◽  
Intellectual Disabilities ◽  
High School Graduates ◽  
Close Contact ◽  
People With Disabilities ◽  
Previous Experience ◽  
Persons With Disabilities ◽  
People With Intellectual Disabilities

The aim of this study was to determine the direction and intensity of high school graduates’ attitudes towards social integration of persons with intellectual disability and examine correlation between certain characteristics of the subjects and their attitudes. The sample consisted of 95 high school graduates from ˮDušan Vasiljevˮ secondary school in Kikinda. The direction and intensity of attitudes was examined by the Community Living Attitudes Scale – Mental Retardation Form (CLAS-MR; Henry, Keys, Jopp, & Balcazar, 1996), while the data related to race, gender, previous experience of contact with people with disabilities and interests of career dealing with this population were obtained through the questionnaire for testing socio-demographic variables constructed for this survey.The results showed that the attitudes of graduates towards social integration of people with intellectual disability are positive on the scale in general, and three of the four domains of the applied instrument. Our respondents expressed a positive attitude towards the empowerment of these people, their involvement in the community's activities and experiencing these people to themselves. The respondents expressed a negative attitude through the perceived need of people with intellectual disabilities to be placed in protected living and working conditions, beyond the wider community. Connection between the attitudes to gender, previous experience of contact, close contact with people with disabilities and interest for professional work with persons with disabilities was not established.Bearing in mind the presumption about the influence of attitudes towards the behavior of a particular social group, the knowledge of attitudes and their determinants in young people towards this population, on the threshold of their entry into adulthood, can provide useful guidance for planning and implementing practical procedures with the aim of a higher quality integration of people with intellectual disabilities into the community in the future.

Intellectual Disability in the Twentieth Century

2019 ◽  
Keyword(s):  
Twentieth Century ◽  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Life Stories ◽  
Policy And Practice ◽  
Persons With Disabilities ◽  
People With Intellectual Disabilities

This book provides a transnational perspective on intellectual disability in the twentieth century with contributions from distinguished authors in 14 countries across 5 continents. Each chapter outlines policies and practice from the featured nation. Life stories illustrate their impact on people with intellectual disabilities and their families. The book brings together accounts of how intellectual disability was viewed, managed and experienced in countries across the globe. It examines the origins and nature of contemporary attitudes, policy and practice; and sheds light on the challenges of implementing the UN Convention on the Rights of Persons with Disabilities (UNCPRD).

Health Literacy regarding people with intellectual disability 'Our right to a healthier future'

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
M Skes ◽  
V Lukavečki ◽  
H Radašević ◽  
M Živec ◽  
M Polić-Vižintin ◽  
...  
Keyword(s):  
Public Health ◽  
Health Care ◽  
Intellectual Disability ◽  
Health Literacy ◽  
Intellectual Disabilities ◽  
Multidisciplinary Approach ◽  
People With Disabilities ◽  
Health Related ◽  
People With Intellectual Disabilities ◽  
The City

Abstract Background People with disabilities make 10,1% of the City of Zagreb society in 2019. Intellectual disability makes 4,8% of total disability population. One of the main goals of Zagreb Strategy of Equal Opportunities for People with Disabilities from 2017 to 2020 is the accessibility to health care and services. Andrija Stampar Teaching Institute of Public Health undertaken public health initiative “Our right to a healthier future” in the City Zagreb in 2019. Objectives The aim was to recognize the need for early risk factors prevention, to increase health literacy and to improve access to health-care for adults with intellectual disability in Social-humanitarian organization and Daily Center Ozana. Results In order to assess the health status and health-related lifestyle attributes a multidisciplinary approach was carried out including a total od 53 adults with intellectual disability in Center Ozana. Activities included preventive exams, conducted workshops with individual counseling about healthy and unhealthy lifestyles. Hypertension was found in 14,9% adults with intellectual disability using standard diagnostic criteria (i.e. BP ≥ 140/90 mm Hg). High blood sugar was found in 15,7% adults. Body mask index (BMI) was calculated. The awerage was slightly higher in woman (28.8) then in man (27.6). Conclusions Healthcare service have predominantly focused on the primary disability. The multidisciplinary approach and collaboration could help to achieve better health for people with intellectual disability. Obesity is a significant health problem for people with intellectual disability. Causes are multifactorial and obesity leads to a higher risk of developing chronic conditions, such as diabetes and heart disease. It is important to understand where and how they need help and support in health terms and what resources and assets they already have or can access if needed. Key messages The health literacy concept for people with intellectual disabilities should not be dominated by specific perspectives, such as functional health literacy. Caregivers, family and supporters are a very important factor for health-related decision-making and health literacy for people with intellectual disabilities.

scholarly journals Intellectual disability in higher education: Self-perceived training needs of university teachers

2021 ◽  
Vol 20 (1) ◽  
pp. 1-15
Author(s):  
Miguel Corbí ◽  
Monica Tombolato ◽  
Lidia Bueno-Sánchez ◽  
Katrien Hermans ◽  
Antonella Valenti ◽  
...  
Keyword(s):  
Higher Education ◽  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Teaching Experience ◽  
Training Needs ◽  
University Teaching ◽  
Teaching Staff ◽  
Specific Training ◽  
Persons With Disabilities ◽  
People With Intellectual Disabilities

Introduction. The inclusion of students with disabilities in higher education is a fundamental right recognised by the legal system since its recognition in the United Nations Convention on the Rights of Persons with Disabilities. However, the measures adopted by European countries to promote their incorporation are not always accompanied by parallel training actions that provide university professors with the necessary knowledge to incorporate people with intellectual disabilities into the classroom with the same guarantees and opportunities as people without intellectual disabilities. Objective. This paper aims to provide specific data on the self-perceived training needs of university teaching staff and thus lay the foundations for a specific training programme. Methods. A cross-sectional study was carried out by means of a survey designed to collect the teachers' perceptions of their own competences and the effectiveness of their knowledge, as well as the importance they attached to some aspects of intellectual disability. The survey was administered to teachers in Serbia, the Netherlands, Portugal, Italy and Spain, with a total sample of 1009 teachers. Results. The results obtained showed that the perception of self-perceived competence in educational skills is dependent on three main factors: previous specific training, teaching experience with people with intellectual disabilities and own personal experiences. Conclusion. The present study demonstrated the concern and need of the teaching staff to obtain specific training on people with intellectual disabilities in higher education.

scholarly journals Public Attitudes Toward People With Intellectual Disabilities After Viewing Olympic or Paralympic Performance

2015 ◽  
Vol 32 (1) ◽  
pp. 19-33 ◽  
Author(s):  
Kate Ferrara ◽  
Jan Burns ◽  
Hayley Mills
Keyword(s):  
Intellectual Disabilities ◽  
Media Coverage ◽  
Public Attitudes ◽  
People With Disabilities ◽  
Term Effect ◽  
Attitudes Toward Disability ◽  
Short Term ◽  
Negative Attitudes ◽  
Positive Direction ◽  
People With Intellectual Disabilities

Despite some changes to the way that people with intellectual disabilities (ID) are viewed in society, negative attitudes prevail. One of the aspirations of the 2012 Paralympic games was to influence the public’s attitudes toward people with disabilities. The aim of this study was to investigate whether stimuli depicting people with ID performing at Paralympic level of competition change attitudes toward ID. A mixed randomized comparison design was employed comparing 2 groups: those who viewed Paralympic-level ID sport footage and information and those who viewed Olympic footage and information. One hundred fourteen students, mean age 25 yr, were administered measures of implicit (subconscious) attitudes toward disability and explicit (belief-based) attitudes toward ID. Implicit attitudes significantly changed in a positive direction for both groups. The findings provide evidence that both Paralympic (ID) and Olympic media coverage may have at least a short-term effect on attitudes toward people with disabilities.

How Persons with Intellectual Disabilities Are Fighting for Decision-Making Rights

2022 ◽  
Vol 121 (831) ◽  
pp. 30-35
Author(s):  
Chester A. Finn ◽  
Matthew S. Smith ◽  
Michael Ashley Stein
Keyword(s):  
Decision Making ◽  
Intellectual Disability ◽  
United Nations ◽  
Intellectual Disabilities ◽  
Legal Capacity ◽  
Disability Rights ◽  
Persons With Disabilities ◽  
New Approach ◽  
The United Nations

Paternalistic attitudes about what is in the interests of a person with an intellectual disability have long led to abuses, and are embedded in the guardianship laws still in place in most countries. Self-advocates, who identify as people with intellectual or other disabilities and are committed to demanding their rights and educating others about them, are calling for a new approach. They have found support for reforms in the Convention on the Rights of Persons with Disabilities, adopted by the United Nations in 2006 and since acceded to by 182 countries. By supporting the fundamental right of those with disabilities to make decisions, it has enabled disability rights advocates to successfully challenge legal capacity restrictions and push for “supported decision-making.”

Coping With Criticism and Praise

2015 ◽  
Vol 120 (3) ◽  
pp. 258-268 ◽  
Author(s):  
Lynn Esdale ◽  
Andrew Jahoda ◽  
Carol Pert
Keyword(s):  
Intellectual Disability ◽  
Positive Affect ◽  
Intellectual Disabilities ◽  
The Self ◽  
Self Perceptions ◽  
Stigma And Discrimination ◽  
People With Intellectual Disabilities ◽  
Study Participants

AbstractThrough experiencing stigma and discrimination, people with intellectual disability may become more sensitive to criticism from others and be less likely to believe praise. This study compared how people with and without intellectual disability viewed praise and criticism, using a vignette task developed for the study. Participants were asked to imagine someone saying something praiseworthy or critical and were then asked about their emotions, beliefs, and thoughts. People with intellectual disability were more likely to believe and be distressed by criticism. Contrary to predictions, this group were also more likely to believe praise and experience positive affect. The results suggest that the self-perceptions of people with intellectual disabilities is more dynamic and reliant on the views of others.

scholarly journals SPECIFICS OF THE CRISIS OF ADOLESCENCE PERSONS WITH DISABILITIES OF INTELLECTUAL DEVELOPMENT

2021 ◽  
Vol 1 (13) ◽  
pp. 30-38
Author(s):  
Olha A. Vovchenko
Keyword(s):  
Intellectual Disabilities ◽  
Intellectual Development ◽  
Interpersonal Relations ◽  
Psychological Testing ◽  
The Elderly ◽  
Emotional Awareness ◽  
Testing Procedure ◽  
Persons With Disabilities ◽  
Self Image ◽  
People With Intellectual Disabilities

The article outlines the psychological features of the age period, which is determined by the scientific category as an “adolescent crisis”. The problem of the adolescent crisis has been revealed in people with intellectual disabilities. The importance and relevance of the study is revealed first, due to the difficulties of adolescence: its dynamism, ambiguity, lack of emotional stability of the individual; secondly, due to the specifics of personality formation with intellectual disabilities; thirdly, the need to further develop effective psychological support for adolescents with intellectual disabilities. The aim of the article was to study and experimentally test the specifics of the emotional crisis of adolescence in people with intellectual disabilities. The purpose was provided by solving the following tasks: stating the peculiarities of the adolescent crisis in people with intellectual disabilities; determining the state of formation of “I-concept” and “self-image” of adolescents with intellectual disabilities; establishing the specifics of behavioral reactions and interaction of the adolescent with others (peers, the elderly) in conditions of experiencing an age crisis. Moreover, the author conducted a psychological testing procedure to study the peculiarities of the formation of the personality of a teenager with intellectual disabilities during the age crisis (adolescent crisis). M. Kuhn’s psychological testing method “Who am I?”, T. Leary’s method of diagnostics of interpersonal relations were used; conversations, observations. The purpose of using these techniques was to determine the self-image, self-presentation, self-perception and self-esteem of adolescents with intellectual disabilities. According to the results of the study, it was found that adolescents with intellectual disabilities have a process of self-knowledge and understanding of their own “I”, internal mental acts and states are underdeveloped or absent. This complicates the process of experiencing an adolescent’s crisis. As evidenced by the low level of recognition and differentiation of emotions, emotional awareness, management of their own emotions. Also critical are difficulties with the adequate expression of emotions in accordance with the situation that determines them, in particular with the manifestation and control of anger, rage, aggression and other. The further directions of research of formation of the person with infringements of intellectual development in adolescent age are outlined.

PEOPLE WITH INTELLECTUAL DISABILITY COMPARED TO OTHER TYPES OF DISABILITIES

2021 ◽  
Vol 571 (10) ◽  
pp. 23-28
Author(s):  
Elżbieta Zakrzewska-Manterys
Keyword(s):  
Intellectual Disabilities ◽  
Public Support ◽  
People With Disabilities ◽  
Well Being ◽  
Support Needs ◽  
Disabled People ◽  
Specific Group ◽  
Starting Point ◽  
Different Types ◽  
People With Intellectual Disabilities

Disability is a wide concept, encompassing different types of disability, different capabilities of people with disabilities and different social support needs. People with intellectual disabilities belong to a specific group. They do not fit into the mainstream of support and activation measures for disabled people. Although they are a small group (about 1%), they require care which is not provided within the current social policy towards people with disabilities. The article provides examples of public activities unfavourable and favourable for the well-being of people with intellectual disabilities. This could be a starting point for a preparation of a policy project of accurate public support for this group of people

Care and rehabilitation institutions for people with intellectual disabilities during the COVID-19 pandemic: Polish experiences

2021 ◽  
pp. 002087282110604
Author(s):  
Monika Parchomiuk
Keyword(s):  
Intellectual Disabilities ◽  
Psychosocial Functioning ◽  
People With Disabilities ◽  
Institutional Support ◽  
Educational Services ◽  
Online Questionnaire ◽  
The People ◽  
Research Goal ◽  
People With Intellectual Disabilities ◽  
Residential Rehabilitation

People with intellectual disabilities benefit from many forms of institutional support, which include residential, rehabilitation, and educational services. Changes caused by the pandemic, especially the introduction of new rules relating to various aspects of life, raised several challenges and problems in the functioning of these institutions and for the people with disabilities during the COVID-19 pandemic. The research concerned facilities providing services for people with intellectual disabilities in Poland during the pandemic. The research goal was to determine what changes took place in the rehabilitation and care institutions during the pandemic in terms of their organization and the functioning of their clients and personnel. An online questionnaire was used. The respondents were institution employees. Data showed a number of preventive, educational, and supportive activities carried out by the institutions. Adverse changes in the psychosocial functioning of people with intellectual disabilities and other problems during the pandemic were reported.

Intellectual Disability, Identity, and the Internet

2013 ◽  
pp. 198-223
Author(s):  
Darren D. Chadwick ◽  
Chris Fullwood ◽  
Caroline J. Wesson
Keyword(s):  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Internet Use ◽  
Computer Mediated Communication ◽  
The Internet ◽  
Mediated Communication ◽  
Disability Identity ◽  
Computer Mediated ◽  
Online Behaviour ◽  
People With Intellectual Disabilities

This chapter provides insight into the nature of online engagement by people with intellectual disabilities, the extent and quality of this engagement in terms of the access that people have, and how people with intellectual disabilities present themselves in the online world. The authors of this chapter provide an overview of the extant literature on intellectual disability, identity, and the Internet. The chapter begins by outlining issues around Internet use and access by people with intellectual disabilities, including potential barriers. It then moves on to address online behaviour and the potential benefits of Internet use for people with intellectual disabilities. The chief focus of the chapter follows, describing the manner in which computer mediated communication affects how people with intellectual disabilities present themselves in the online world as well as considering the role that family members and supporters play in the development and management of people’s online identities. Finally, the chapter introduces future directions for research into intellectual disability, identity, and the Internet.

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