Subtypes of Intellectual Disability in School-Aged Children
Pages 44-254
Andrew Taylor, Cory Saunders, Nikhil S. Koushik, John Strang and Joseph Casey

DOI: http://dx.doi.org/10.6000/2292-2598.2013.01.01.6

Published: 30 September 2013

Abstract: Purpose: To explore the presence of subtypes of intellectual functioning in children with mild intellectual disability (ID) and to externally validate the subtypes on measures of academic, adaptive and psychosocial functioning.

Method: Participants were 167 children age 6-16 years with a mild ID. All children completed the WISC-III, WIAT, VABS, and PIC-R.

Results: Based on a two-stage cluster analysis on the four WISC-III Index scores four subtypes emerged reflecting distinct profiles: (1) language-strength subtype; (2) nonverbal strength subtype; (3) symbol-processing strength subtype; and (4) global deficits subtype. The subtypes were externally validated on tests of academic achievement, adaptive functioning, and psychosocial functioning.

Conclusions: Rather than only demonstrating a global or “flat” pattern of cognitive deficits, the findings suggest that children with mild ID have certain profiles of intellectual functioning that are similar to those seen in normal children and children with learning disabilities.

Which Factors do Parents of Offspring with Intellectual Disability Experience as Promoting Inclusive Education for their Children?
Pages 55-66
Carl Chr. Bachke

DOI: http://dx.doi.org/10.6000/2292-2598.2013.01.01.7

Published: 30 September 2013

Abstract: The background of this research is that few studies on inclusive education internationally, use parents as informants. Even fewer emphasize their positive experiences only. From the Norwegian support organisation for people with intellectual disability 14 parent-members were selected and qualitatively interviewed about their positive experiences with inclusive education for their offspring. By means of a discourse analytic approach their statements about constructive factors were benchmarked with twelve formerly identified literature-based factors in order to investigate which of twelve factors were validated by parental experiences, and to detect possible new factors.

The general research question illuminated is which factors do parents of offspring with intellectual disability experience as promoting inclusive education for their children? The results are linked to the following four sub-questions: (1) which of the factors, disclosed in current literature, is frequently mentioned by the informants; (2) which new factors are disclosed; (3) which factor is so frequently mentioned that it is considered substantial; and (4) which factors might be combined, and possibly renamed?

The results show that the informants contributed all in all with 18 factors. In the discussions it was argued that five factors were interpreted as new, four factors proved to be substantial, that a fifth factor almost gained equal status, while three more factors were considered vital. These eight factors represented the main answer to the research question, and were summarised in metaphoric model, baptized” the school-house of inclusive education”.

Number Sense in Siblings of Children with Mathematical Learning Disabilities: A Longitudinal Study
Pages 67-73
Magda Praet, Daisy Titeca, Annelies Ceulemans and Annemie Desoete

DOI: http://dx.doi.org/10.6000/2292-2598.2013.01.01.8

Published: 30 September 2013

Abstract: Number sense, counting and logical thinking were assessed in 14 siblings of children with Mathematical Learning Disabilities (MLD) and in 41 age matched children without family members with MLD. The children were tested in kindergarten and followed up in grade 1. A 0-100 number line estimation paradigm with three formats (Arabic digits, dots and number) was used as a measure of number sense. Results reveal that siblings of children with MLD are less proficient in number line placements compared to non-siblings, with both groups having a logarithmic representation in kindergarten and grade 1. Siblings also differ from non siblings on procedural and conceptual counting knowledge and logical thinking in kindergarten. In addition, our findings suggest that nnumber line estimation in kindergarten is especially predictive for untimed procedural calculation performances in grade 1, whereas procedural counting knowledge is related to timed fact retrieval skills in grade 1. Our findings also reveal that MLD had a familial aggregation. Clinical siblings especially differ from non-clinical siblings on the estimation with Arabic numbers (in kindergarten and grade 1) and number words (in grade 1), pointing to the fact that especially symbolic number line estimation tasks on a 0-100 scale can be used as screeners for MLD. Implications for the understanding and diagnosis of MLD are discussed.

Parent and Professional Collaboration in the Assessment Process
Pages 74-84
Jane Squires, Misti Waddell, Kristin Funk and Marisa Macy

DOI: http://dx.doi.org/10.6000/2292-2598.2013.01.01.9

Published: 30 September 2013

Abstract: Partnering with families to administer and interpret assessments for preschool children with disabilities is a cornerstone of effective early childhood practice. Parent-professional partnership in the assessment process encourages effective intervention practices, including targeting of appropriate goals and using strategies based on family cultural and daily practices. An assessment approach that focuses on collaborative practices between professionals and parents of young children with cognitive and other developmental delays is presented. Two strategies shown to provide a common language for parent and professional communication and facilitate cooperation between professionals and parents are described. Parent-completed developmental screening tests and parent assistance with completion of curriculum-based assessments are also discussed in the context of a tiered approach to intervention. A case study is presented to illustrate these strategies in practice.