jiddt
|
|
Abstract: The inclusion of a person with intellectual disability, such as Down Syndrome (DS), depends not only on the skills of the person himself, but also on the attitude that other persons have to him. Most of the studies that focused on the attitude towards people with DS did not thoroughly investigate the beliefs on the competences of people with DS. Our aim is to identify the commonly held beliefs towards the social and cognitive competences of people with DS. Specifically, we want to verify if there are any differences among the beliefs held by parents of Typical Development (TD) children, parents of people with DS and people without children. A second aim is to evaluate a possible association between the level of knowledge about the Syndrome and related positive beliefs.363 subjects from 18 to 70 years old (M = 37.56; S.D. = 14.73) were recruited. The sample was divided in three different groups: 1) subjects with TD children; 2) subjects with DS children and 3) subjects without children. An ad hoc self-report questionnaire was administered. Results show that people with Down Syndrome are considered more competent in terms of motor skills, but less competent in social skills. The level of knowledge of the Syndrome correlates positively with beliefs in all competences. There are differences in beliefs between the three groups: parents with DS children have more positive beliefs about all skills, especially as regards the socialization. Knowing the beliefs on the skills of DS people can be very useful, in order to improve inclusiveness of those with DS. Keywords: Down Syndrome, Intellectual Disabilities, Attitudes and Beliefs, Social Competences, Cognitive Skills, Inclusiveness.Download Full Article |
|
|
Abstract: Assess the effect that BAT (Bilateral Arm Training) produces on the upper limb motor control in patients with chronic brain injury assessed by the Wolf Motor Function Test (WMFT). Assess if there is a statistically significant correlation between motor control improvement and disability perceived by the Quick Dash questionnaire application. A quasi-experimental study with pre-post treatment measures during three months was performed in a sample of twelve patients with chronic brain injury. Patients received twelve sessions of forty-five minutes from bilateral training with a frequency of three times per week. WMFT and QD were used for the procedure assessment. Outcomes were statistically analyzed by the SPSS v 17.0 software. The study was executed at Polibea. Study´s inclusion criteria were as follows: no serious cognitive deficits, one or both upper limb´s control motor affected, attend to Polibea two times per week and no sensitive aphasia. After the BAT treatment we observed a statistically significant difference on motor control improvement in the WMFT. However the disability perceived through QD was not statistically significant. In conclusion, BAT improves motor control in our patients with chronic acquired brain injury. Keywords: Bilateral arm training, Brain injury, Acquired brain injury, Occupational therapy, Upper limb.Download Full Article |
|
|
Abstract: Attitudes towards regular school inclusion of people with intellectual disabilities (ID) are affected by factors such as disability severity, educational level, and teacher experience. Nevertheless, the ways that teachers integrate these factors to form inclusion judgments remains unclear. The current paper explores what systematic cognitive algebra rules are used to cognitively integrate this set of inclusion factors by special education teachers and psychology students. To do so, 469 special education teachers and psychology students were asked to take part in two experimental cognitive algebra studies. In each study, participants had to read a set of school inclusion scenarios and rate the probability that a scenario actor with ID could be successfully integrated into a regular school program. To this purpose, factor effects on successful school inclusion and ID related to individuality, situational aspects, and contextual considerations (e.g., school environment, grade level taught) were explored. Results suggested that participants showed attitudes to school inclusion ranking from light to moderate positive values. Situational factors, as well as context factors, were judged to be more significant than other factors in elementary education. These factors were integrated by following a cognitive summative rule. Overall, judgment for successful school inclusion follows a summative rule to integrate sources of information. This rule is maintained irrespective of the disability under consideration. However, valuation of each source of information does depend on the type of the current study sample. Implications of these results for inclusion of people with disabilities in regular schools are discussed in this paper. Keywords: Intellectual disability, school inclusion, cognitive algebra, attitudes, special education teachers.Download Full Article |
|
|
Abstract: Throughout civilization, the power of the word has significantly influenced and shaped societies. The contributions of writers has been substantial and this is certainly true in the field of intellectual disability. The renowned author, Charles Dickens, spoke of the need for appropriate education and treatment for people with these disabilities. He is notable for his early and prophetic vision of their potential for growth. This paper reviews important examples that were included in his novels as well as in other writings on people with intellectual disabilities. The manuscript places his work in an historical perspective, highlights his contributions to the literature of disability advocacy, and references his relevance to the field of intellectual disability. Keywords: Intellectual disability, Literature, Dickens.Download Full Article |
|
|
Abstract: Some epilepsy is, in general, often associated with cognitive problems that can also affect a patient’s adjustments. Epileptic seizures result from an excessive, synchronous discharge of cerebral neurons. Interictal paroxysmal electroencephalogram (EEG) abnormalities are regarded as a correlate of persistent pathological neuronal discharges. Thus, correlation between cognitive deterioration and seizure severities/EEG paroxysmal abnormalities should be investigated. We have previously measured frontal/prefrontal lobe volumes using three-dimensional (3D)-magnetic resonance imaging (MRI) in children with benign childhood epilepsy with centrotemporal spikes, epilepsy with continuous spike-waves during slow sleep, frontal lobe epilepsy, and Panayiotopoulos syndrome, and confirmed that longer active seizure period as frequent spike-waves coupled with the occurrence of frequent seizures and presence of status epilepticus may be associated with prefrontal lobe growth disturbance, which relates to cognitive impairments. These findings suggest that seizure severities such as repeated seizures and presence of status epilepticus, and the subclinical paroxysmal EEG abnormalities may induce prefrontal lobe growth disturbance, which leads to intellectual impairments. Achieving better seizure control and remission for paroxysmal EEG abnormalities is a key to improve quality of life (QOL) in children with epilepsy. From the perspective of decreased cognitive problems and improving QOL, management may be required to remit seizures and paroxysmal EEG abnormalities as soon as possible to achieve optimal prognosis in epilepsy. Keywords: Epilepsy, Seizure severity, Electroencephalogram (EEG), Intellectual impairments, Children.Download Full Article |