Increasing Problem-Solving Ability for Students with Visual Impairments and Intellectual Disabilities

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Nicole Johnson ◽  
Anne Brawand
Keyword(s):  
Problem Solving ◽  
Intellectual Disabilities ◽  
Visual Impairments

Working Together: Collaboration Among Professionals

1986 ◽  
Vol 10 (1) ◽  
pp. 21-27 ◽  
Author(s):  
Peter Mittler
Keyword(s):  
Problem Solving ◽  
Intellectual Disabilities ◽  
Special Needs ◽  
Multidisciplinary Approach ◽  
Children With Disabilities ◽  
Children With Special Needs ◽  
Collaborative Practices ◽  
Joint Planning ◽  
Working Together

ABSTRACTChildren with disabilities, and those with physical and intellectual disabilities in particular, need co-ordinated multidisciplinary approach as no single profession can hope to achieve very much single-handed. In order to provide appropriate services we should work with and through others who interact with these children. While one of the hallmarks of the good professional is collaboration, collaborative practices are all too infrequent. Some related problems currently affecting the development of services for children with special needs in the U.K. are outlined. Examples of actual and possible productive practice between and among teachers and other professionals are provided, with the desirability of active and systematic joint planning and problem solving, emanating from a base of shared training, stressed.

scholarly journals Social Problem-Solving and Mild Intellectual Disabilities: Relations With Externalizing Behavior and Therapeutic Context

2009 ◽  
Vol 114 (1) ◽  
pp. 42-51 ◽  
Author(s):  
Maroesjka van Nieuwenhuijzen ◽  
Bram Orobio de Castro ◽  
Lex Wijnroks ◽  
Adri Vermeer ◽  
Walter Matthys
Keyword(s):  
Problem Solving ◽  
Intellectual Disabilities ◽  
Residential Care ◽  
Social Problem ◽  
Externalizing Behavior ◽  
Social Problem Solving ◽  
Negative Evaluation ◽  
Problem Solving Skills ◽  
Therapeutic Context ◽  
And Behavior

Abstract Relations among externalizing behavior, therapeutic context (community care vs. residential care), and social problem-solving by children with mild intellectual disabilities or borderline intelligence were examined. Participants were 186 children (12 to 14 years of age) who responded to a video-based social problem-solving task. Of these, 130 received residential care and the majority suffered from severe externalizing behavior problems. The results indicated that externalizing behavior was related to encoding, generation of aggressive responses, and negative evaluation of assertive responses. Therapeutic context was related to encoding, positive evaluation of assertive responses, and negative evaluation of aggressive responses. Results indicate a discrepancy between appropriate problem-solving skills and behavior in daily life. Implications for interventions are discussed.

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