| Title | Author | Year | Add to Folder |
| An evaluation of employment outcomes achieved by transition to work service providers in Sydney, Australia.
| Xu, Tianxi
Stancliffe, Roger J. | 2019 |
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Title: An evaluation of employment outcomes achieved by transition to work service providers in Sydney, Australia.
Author(s): Xu, Tianxi | Stancliffe, Roger J. |
Journal Details: Journal of Intellectual and Developmental Disability v.44 n.1 p.51-63
Published: March 2019
ISSN: 1366-8250
Abstract: Very few studies have evaluated the performance of transition to work (TTW) service providers after the TTW program was implemented in New South Wales, Australia since 2005. This paper examines employment outcomes achieved by 35 TTW service providers in Sydney. Descriptive statistics and chi-square were used to analyse the TTW outcome data. We found that (a) there was a constant growth in the number of TTW program entrants and an overall increase in the employment rate of TTW clients; (b) many TTW service providers in Sydney served fewer than four clients annually on average; and (c) huge differences were evident in the employment outcome performance of individual TTW service providers. The TTW program in Sydney allowed more school leavers to achieve employment. However, further research is needed to examine the associations between TTW program features and different employment outcomes to build an optimal TTW program. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.3109/13668250.2017.1310809
Record No: 223696 From EdResearch online
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| Teacher Understanding and Application of Cognitive–Behavioural Approaches for Students With Autism Spectrum Disorder and Intellectual Disability.
| Ho, Betty P. V.
Stephenson, Jennifer
Carter, Mark | 2019 |
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Title: Teacher Understanding and Application of Cognitive–Behavioural Approaches for Students With Autism Spectrum Disorder and Intellectual Disability.
Author(s): Ho, Betty P. V. | Stephenson, Jennifer | Carter, Mark |
Journal Details: Australasian Journal of Special and Inclusive Education v.43 n.1 p.12-26
Published: July 2019
ISSN: 2515-0731
Abstract: This study provides an in-depth examination of the understanding and implementation of cognitive–behavioural approaches (CBA) by Australian teachers of students with both autism spectrum disorder and intellectual disability. Semistructured interviews were completed with 13 New South Wales teachers and several themes emerged. Interviewed teachers appeared to have limited knowledge about CBA; their description of the application of CBA and their reported practices included few features specific and unique to CBA. They primarily perceived CBA as a tool for behaviour management; addressing emotion was a theme but addressing cognition was not a salient feature of their practice. Most teachers seemed unaware of the potential of CBA in fostering generalisation or maintenance, and important student characteristics appeared to be seldom considered in teacher planning of their CBA programs. Directions for enhancing teacher knowledge and supporting their practice of CBA are suggested. [Author abstract]
URL (conditional access) : https://www.cambridge.org/core/journals/australasian-journal-of-special-and-inclusive-education/article/teacher-understanding-and-application-of-cognitivebehavioural-approaches-for-students-with-autism-spectrum-disorder-and-intellectual-disability/F91F61A0636F40DB66AC3CECD55222B5
Record No: 224278 From EdResearch online
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| Lifelong learning for adults with intellectual disabilities.
| Wallace, Robyn | 2018 |
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Title: Lifelong learning for adults with intellectual disabilities.
Author(s): Wallace, Robyn |
Journal Details: Professional Educator v.19 n.2 p.26-30
Published: 2018
ISSN: 1447-3607
Abstract: This article explores the notion and pragmatics of lifelong learning by adults with intellectual disability. Firstly, the notions of lifelong learning, intellectual disability, the relevance of neuroscience and cognition, disability values, the National Disability Insurance Scheme are considered within this context. Secondly, practical aspects in setting up the spectrum and form of lifelong learning opportunities and learning goals by adults with intellectual disability are discussed. [Author abstract]
URL (open access) : https://www.austcolled.com.au/wp-content/uploads/2018/12/ACE-Professional-Educator_Ed2-Vo19.pdf
URL (conditional access) : http://library.acer.edu.au/document/?document_id=222740
Record No: 222740 From EdResearch online
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| Preparedness and training needs of an Australian public mental health workforce in intellectual disability mental health.
| Weise, Janelle
Trollor, Julian N. | 2018 |
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Title: Preparedness and training needs of an Australian public mental health workforce in intellectual disability mental health.
Author(s): Weise, Janelle | Trollor, Julian N. |
Journal Details: Journal of Intellectual and Developmental Disability v.43 n.4 p.431-440
Published: December 2018
ISSN: 1366-8250
Abstract: Australian publicly funded mental health services play a significant role in the assessment and management of mental illness for people with intellectual disability. However, there is limited knowledge on their preparedness to meet the needs of this population. Public mental health professionals (n=566) completed an online survey that explored their attitudes, confidence, and training needs in the area of intellectual disability mental health. Descriptive analyses were undertaken. Participants agreed that people with intellectual disability have the right to receive good mental health care, and have the same access to their service. They viewed treating them as part of their role, but given the resources available it was not possible to provide comprehensive care. Participants reported low confidence in key clinical areas and insufficient training. A comprehensive workforce development strategy is required to facilitate the engagement and capacity of public mental health professionals in this area. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.3109/13668250.2017.1310825
Record No: 222788 From EdResearch online
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| Using robots and digitech for students with disabilities.
| Burt, K. Clark | 2018 |
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Title: Using robots and digitech for students with disabilities.
Author(s): Burt, K. Clark |
Journal Details: DLTV Journal v.5 n.1 p.27-29
Published: 2018
ISSN: 2205-3611
Abstract: The Digital Technologies Curriculum in the Australian Curriculum is meant to prepare young adults for living and working in this new century. With the ever-changing possibilities of the latest technological innovations, this curriculum was designed to promote digital thinking and to prepare Australian students for what technological advances might exist when they get into the workplace. However, this new curriculum highlights a growing problem: will students with disabilities be able to learn these abstract concepts? And how should teachers be preparing these students for a digital world? The Design and Technologies strand of the Technologies curriculum is too abstract for a school-aged child with an intellectual disability. The other strand, Digital Technologies, is what educators should be focusing on in their classrooms. Digital Technologies include basic computational thinking, manipulation of objects, and interaction with digital devices such as robots and the newly introduced digital pet, Cozmo, a robot with an artificial intelligence that creates meaningful play. These new robots can help teach a range of skills from coding to emotional regulation. Educators should consider incorporating more artificial intelligent robots into their classrooms. [Author abstract]
URL (open access) : https://dltv.wildapricot.org/resources/Journals/DLTV%20Journal%205_1.pdf
URL (archived) : http://web.archive.org/web/20190221231106/https://dltv.wildapricot.org/resources/Journals/DLTV%20Journal%205_1.pdf
Record No: 222038 From EdResearch online
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| Attitudes of healthcare staff in the treatment of children and adolescents with intellectual disability : A brief report.
| Ong, Natalie
McCleod, Evelyn
Nicholls, Laura E.
Fairbairn, Natalie
Tomsic, Gail
Lord, Bruce
Eapen, Valsamma | 2017 |
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Title: Attitudes of healthcare staff in the treatment of children and adolescents with intellectual disability : A brief report.
Author(s): Ong, Natalie | McCleod, Evelyn | Nicholls, Laura E. | Fairbairn, Natalie | Tomsic, Gail | Lord, Bruce | Eapen, Valsamma |
Journal Details: Journal of Intellectual and Developmental Disability v.42 n.3 p.295-300
Published: September 2017
ISSN: 1366-8250
Abstract: Children with an intellectual disability (ID) have complex health needs that extend beyond the expected cognitive deficits, affecting a myriad of developmental domains. These children frequently receive inadequate health care such that their needs remain poorly managed. Staff from the Sydney Children's Hospital Network (N = 160) completed a survey on attitudes, experiences, and training satisfaction when working with patients with ID. The 48-question needs analysis survey was distributed electronically to staff from a variety of disciplines and experience levels. Although staff considered themselves broadly competent in caring for children with ID, they were less confident in specific skills, such as managing associated challenging behaviours in the clinic. As confidence in skills such as these decreased, the desire for further training increased. This study emphasises the importance of providing accessible, high-quality professional development resources to further develop these skills. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.3109/13668250.2016.1236368
Record No: 220581 From EdResearch online
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| High Stakes IQ Testing : The Flynn Effect and its Clinical Implications.
| Black, Stephanie C. | 2017 |
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Title: High Stakes IQ Testing : The Flynn Effect and its Clinical Implications.
Author(s): Black, Stephanie C. |
Journal Details: JANZSSA v.49 n.1
Published: April 2017
ISSN: 1320-2480
Abstract: Intelligence testing has become ubiquitous in many sectors: In the education sector it is frequently used for determinations of learning disabilities and giftedness. Intelligence testing is affected by the Flynn Effect (FE), the highly debated long-term trend of rising average intelligence test scores within the population. The FE has been observed in many nations and varies with regard to ability, intelligence types, age, location and prosperity. Recent observations of a potential reversal have added to the complexity. FE research centres on four hypotheses: testing artefacts, biological factors, environmental changes and multi-driver models. The FE affects the periodical re-norming of intelligence tests and the comparability of IQ scores over time. This has clinical implications for the assessment of intellectual ability for various client populations, including forensic, disabled, juvenile and ethnic minority clients, as well as social implications concerning ethical intelligence, developing nations and the concept of age-related cognitive decline. Examples of high-stakes decisions based on IQ tests include fitness to stand trial, access to social disability services and, of particular interest for the education sector, access to special education services and accelerated programs. The present article underlines the importance of clinical practitioners and staff in the education sector being aware of how the FE affects the determination of intellectual ability for diverse client populations and ensuring that the most current editions of IQ tests (i.e., correctly normed versions) are used. Given the high stakes involved in IQ testing, there needs to be greater awareness and more research on the FE. Areas for possible future research include optimised methodologies, novel factors, diverse cultures and older participants. [Author abstract]
URL (open access) : https://janzssa.scholasticahq.com/article/1334-high-stakes-iq-testing-the-flynn-effect-and-its-clinical-implications
URL (conditional access) : http://library.acer.edu.au/document/?document_id=222021
Record No: 222021 From EdResearch online
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| Parent-reported Participation in Children with Moderate-to-severe Developmental Disabilities : Preliminary Analysis of Associated Factors using the ICF Framework.
| Chien, Chi-Wen
Rodger, Sylvia
Copley, Jodie | 2017 |
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Title: Parent-reported Participation in Children with Moderate-to-severe Developmental Disabilities : Preliminary Analysis of Associated Factors using the ICF Framework.
Author(s): Chien, Chi-Wen | Rodger, Sylvia | Copley, Jodie |
Journal Details: International Journal of Disability, Development and Education v.64 n.5 p.483-496
Published: September 2017
ISSN: 1034-912X
Abstract: Children with developmental disabilities are at risk for limited participation in everyday activities. This study investigated factors that hindered or facilitated participation in 58 children with moderate-to-severe developmental disabilities who attended special schools. The parents completed surveys on their children's participation, developmental profile, environmental restrictions, parental self- efficacy and family demographics. Multiple regression analyses indicated that four variables were identified as strong predictors of specific children's participation and, overall, explained a small-to- moderate magnitude of variance. Social-emotional ability was associated positively with all aspects of children's participation (including diversity, intensity and enjoyment). Children with better communication and those who had only one sibling engaged in a higher number of activities and did so more frequently. The children of parents with higher self-efficacy enjoyed themselves more during participation. The findings provide preliminary information that could be useful for families and health care professionals to facilitate participation of children with moderate-to-severe developmental disabilities. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/1034912X.2017.1290221
Record No: 216039 From EdResearch online
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| Prevalence of parents with intellectual disability in Australia.
| Man, Nicola Wing
Wade, Catherine
Llewellyn, Gwynnyth | 2017 |
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Title: Prevalence of parents with intellectual disability in Australia.
Author(s): Man, Nicola Wing | Wade, Catherine | Llewellyn, Gwynnyth |
Journal Details: Journal of Intellectual and Developmental Disability v.42 n.2 p.173-179
Published: June 2017
ISSN: 1366-8250
Abstract: Parenting by people with intellectual disability is attracting increasing attention, and policymakers and service providers require empirical evidence to develop sound policy and service responses. The purpose of the study was to identify prevalence and demographic data on parents with ID in Australia compared with parents with other disabilities and the population of parents without disability. The Survey of Disability, Ageing and Carers, 2009, was identified as the most suitable survey, and design-weighted analysis was performed. An estimated 0.41% of Australian parents had intellectual disability, equating to 17,000 parents with ID. Parents with ID were more likely to have only 1 child and to reside outside a capital city compared with parents without disability. These findings provide benchmark data for monitoring, over time, the prevalence of parents with ID and point to policy and service responses for parents with only 1 child and for those in outer urban, regional, and rural areas of Australia. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.3109/13668250.2016.1218448
Record No: 218743 From EdResearch online
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| Teaching children with Down syndrome in inclusive primary mathematics classrooms.
| Faragher, Rhonda
Stratford, Melanie
Clarke, Barbara | 2017 |
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Title: Teaching children with Down syndrome in inclusive primary mathematics classrooms.
Author(s): Faragher, Rhonda | Stratford, Melanie | Clarke, Barbara |
Journal Details: Australian Primary Mathematics Classroom v.22 n.4 p.13-16
Published: 2017
ISSN: 1326-0286
Abstract: At the turn of this century, expectations for learning mathematics by students with Down syndrome were low. Research and practice continued to indicate considerable difficulty with number and calculation (Bird & Buckley, 2001). Unfortunately, most authors extrapolated difficulty with number to difficulty with mathematics in general, even though research evidence from other areas of mathematics was almost non-existent. We now know that mathematics beyond calculation is within the grasp of learners with Down syndrome (Faragher & Clarke, 2014). In this article, based on findings from a research study that was undertaken in the ACT and Victoria, we describe how learning mathematics in inclusive primary classrooms can be achieved. Teaching teams (classroom teachers and learning support staff) worked with researchers to explore effective inclusive mathematics teaching and here we give researcher and practitioner perspectives on how this might be accomplished through explicitly adjusting the curriculum for a Year 6 class. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=221151
Record No: 221151 From EdResearch online
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| Teaching Children With Down Syndrome in the Early Years of School.
| McFadden, Amanda
Tangen, Donna
Spooner-Lane, Rebecca
Mergler, Amanda | 2017 |
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Title: Teaching Children With Down Syndrome in the Early Years of School.
Author(s): McFadden, Amanda | Tangen, Donna | Spooner-Lane, Rebecca | Mergler, Amanda |
Journal Details: Australasian Journal of Special Education v.41 n.2 p.89-100
Published: 2017
ISSN: 1030-0112
Abstract: We explored 3 general classroom teachers' experiences of including a child with Down syndrome in their early years classrooms. Located at 3 different Australian school settings, 1 teacher was the head of a Preparatory class, 1 was a Year 3 teacher, and the third was a teacher of a split Preparatory/Year 1 class. Interview data were drawn from a larger study, in which data were gathered over a 5- month period through class observations and teacher interviews. The findings indicate that although there were highly inclusive experiences identified in the school sites, the school context played an important role in the inclusion of the child. Teachers indicated that receiving targeted information about Down syndrome and collaborative support from parents, teaching colleagues, and their wider school enabled them to work more inclusively with their student with Down syndrome in their classroom. [Author abstract]
URL (conditional access) : https://www.cambridge.org/core/product/78772C9A82A1C21A512469D77008F8E7
Record No: 220145 From EdResearch online
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| Becoming dishuman : thinking about the human through dis/ability.
| Goodley, Daniel
Runswick-Cole, Katherine | 2016 |
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Title: Becoming dishuman : thinking about the human through dis/ability.
Author(s): Goodley, Daniel | Runswick-Cole, Katherine |
Journal Details: Discourse v.37 n.1 p.1-15
Published: February 2016
ISSN: 0159-6306
Abstract: In this paper, we seek to develop an understanding of the human driven by a commitment to the politics of disability, especially those of people with intellectual disabilities. Our position as family members and allies to people associated with this phenomenon of intellectual disability influences our philosophical conceptions and political responses. This has led us recently to develop a theory of dis/human studies which, we contend, simultaneously acknowledges the possibilities offered by disability to trouble, reshape and re-fashion the human (crip ambitions) while at the same time asserting disabled people's humanity (normative desires). We sketch out four dis/human considerations: (1) dis/autonomy, voice and evacuating the human individual; (2) dis/independence, assemblage and collective humanness; (3) dis/ability politics, self-advocacy and repositioning the human; and (4) dis/family: desiring the normal, embracing the non-normative. We argue that this feeds into the wider project of dis/ability studies, and we conclude that we desire a time when we view life through the prism of the dishuman (note, without the slash). [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/01596306.2014.930021
Record No: 211644 From EdResearch online
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| Can We Reduce Our Implicit Prejudice Toward Persons with Disability? The Challenge of Meditation.
| Schimchowitsch, Sarah
Rohmer, Odile | 2016 |
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Title: Can We Reduce Our Implicit Prejudice Toward Persons with Disability? The Challenge of Meditation.
Author(s): Schimchowitsch, Sarah | Rohmer, Odile |
Journal Details: International Journal of Disability, Development and Education v.63 n.6 p.641-650
Published: November 2016
ISSN: 1034-912X
Abstract: The present research further extends recent data revealing implicit attitude towards persons with disability, with the aim to explore if meditation practice can reduce automatic mental processes initiating prejudice. Forty adult experienced meditators and 34 meditation-naïve individuals performed an evaluative priming task. None of them presented any disability. Results show important discrepancies between control and meditation practicing participants: subliminal disability-priming inhibited evaluation of positive words and facilitated evaluation of negative words in the control group, thus revealing the presence of an implicit prejudice toward people with disability. In the meditator group, a quite different pattern of results emerged: disability-priming did not affect the evaluation of words, whether positive or negative. These findings suggest that meditation practice could deter automatised categorisation. They provide a hopeful message in the limited current armamentarium for decreasing negative attitudes towards persons with disability. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/1034912X.2016.1156656
Record No: 213792 From EdResearch online
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| Parental Explanatory Models of Child's Intellectual Disability : a Q Methodology Study.
| John, Aesha
Montgomery, Diane | 2016 |
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Title: Parental Explanatory Models of Child's Intellectual Disability : a Q Methodology Study.
Author(s): John, Aesha | Montgomery, Diane |
Journal Details: International Journal of Disability, Development and Education v.63 n.3 p.293-308
Published: May 2016
ISSN: 1034-912X
Abstract: This study with families caring for an individual with an intellectual disability in a mid-sized Indian city explored the diverse explanatory models that parents constructed of causes, preferred treatment approaches and perceived social effects of their child's intellectual disability. Seventeen mothers and three fathers rank ordered 48 disability related statements and participated in a qualitative interview. The intercorrelations and factor analysis of participant sorts helped to generate three parental explanatory models which were named religious resilience, in search of treatment and social change, and it is a burden to bear. The three models extracted 23%, 20% and 9% variance respectively. Interpretations based on factor arrays, consensus and differentiating statements, and qualitative interviews indicated that the first explanatory model utilised religion and spirituality to positively frame their child's intellectual disability. The second explanatory model rejected religious notions and did not dwell on the cause of disability, but rather focused on optimal rehabilitation of individuals with an intellectual disability. The third model was characterised by maladaptive religious attributions and rehabilitation approaches. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/1034912X.2015.1085001
Record No: 212590 From EdResearch online
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| Transition staff discuss sex education and support for young men and women with intellectual and developmental disability.
| Wilson, Nathan J.
Frawley, Patsie | 2016 |
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Title: Transition staff discuss sex education and support for young men and women with intellectual and developmental disability.
Author(s): Wilson, Nathan J. | Frawley, Patsie |
Journal Details: Journal of Intellectual and Developmental Disability v.41 n.3 p.209-221
Published: September 2016
ISSN: 1366-8250
Abstract: Young people with intellectual and developmental disability (IDD) get information, education, and support about social and sexual relationships from different sources. Staff are often involved in providing this education and support. We explored if and how this support is offered to young people transitioning to adulthood. Focus groups were conducted with 17 staff from 3 transition services to illicit information about their experiences providing this education and support. A key theme was that staff are 'reluctant counsellors.' Although staff provided social and sexual education, they reported being underprepared and relied primarily on their own values as guidance. They did this in full recognition that transition services filled a social gap for participants, blurring the lines between education and social support. Further research is needed to inform sexuality and relationship policy and practice during transition to adulthood, as this is a key learning and developmental time for young adults with IDD. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.3109/13668250.2016.1162771
Record No: 215953 From EdResearch online
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| Transitions for Students With Intellectual Disability and/or Autism Spectrum Disorder : Carer and Teacher Perspectives.
| Strnadová, Iva
Cumming, Therese M.
Danker, Joanne | 2016 |
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Title: Transitions for Students With Intellectual Disability and/or Autism Spectrum Disorder : Carer and Teacher Perspectives.
Author(s): Strnadová, Iva | Cumming, Therese M. | Danker, Joanne |
Journal Details: Australasian Journal of Special Education v.40 n.2 p.141-156
Published: December 2016
ISSN: 1030-0112
Abstract: Schooling transitions are often challenging experiences for students with intellectual disability and/or autism spectrum disorder (ID/ASD), their families, and their teachers. Transition processes, particularly planning, can facilitate successful transitions from primary to secondary schools, and to postschool settings. Bronfenbrenner's ecological model served as a theoretical framework to examine parents' and teachers' experiences with transitions for students with ID/ASD attending special schools. The authors interviewed 14 carers and 13 teachers of students with ID/ASD attending special government schools in New South Wales. The interviews were analysed using content analysis. The findings of this small-scale Australian study indicate that although transition practices varied widely by school, both parents and teachers perceived that more can be done to support students with ID/ASD during these times. School–home collaboration and access to information about postschool settings were areas that were emphasised by both groups. Furthermore, the lack of student involvement in transition meetings was of great concern, given that student-focused planning is a well-established evidence-based transition practice. The processes that are implemented to support students with ID/ASD require closer scrutiny, as results revealed inconsistencies in transition planning across schools, and both parents and teachers suggested ways to strengthen transition processes. [Author abstract]
URL (conditional access) : https://www.cambridge.org/core/article/div-class-title-transitions-for-students-with-intellectual-disability-and-or-autism-spectrum-disorder-carer-and-teacher-perspectives-a-href-afn1-ref-type-fn-a-div/63ABD871DDD5445CBE6CB220239B0639
http://dx.doi.org/10.1017/jse.2016.2
Record No: 214355 From EdResearch online
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| Verbal Fluency and Verbal Short-Term Memory in Adults with Down Syndrome and Unspecified Intellectual Disability.
| Stavroussi, Panayiota
Andreou, Georgia
Karagiannopoulou, Dimitra | 2016 |
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Title: Verbal Fluency and Verbal Short-Term Memory in Adults with Down Syndrome and Unspecified Intellectual Disability.
Author(s): Stavroussi, Panayiota | Andreou, Georgia | Karagiannopoulou, Dimitra |
Journal Details: International Journal of Disability, Development and Education v.63 n.1 p.122-139
Published: January 2016
ISSN: 1034-912X
Abstract: The purpose of this study was to examine verbal fluency and verbal short-term memory in 12 adults with Down syndrome (DS) and 12 adults with Intellectual Disability (ID) of unspecified origin, matched for receptive vocabulary and chronological age. Participants' performance was assessed on two conditions of a verbal fluency test, namely, semantic and phonemic fluency. In addition to the total number of correct words produced, the use of clustering and switching strategies was also evaluated. In order to investigate the likely relations of verbal short-term memory with the test variables, a digit span task was administered. According to the results of the study, the two groups differed significantly on the average phonemic cluster size, with the ID group outperforming the DS group. Regarding the within-group comparisons, a relatively similar pattern of results was found for the two groups, indicating higher scores on all the measures involved in the semantic test than the phonemic one. The examination of the relation of verbal short-term memory with the verbal fluency test measures revealed that, in the DS group, only the total words produced in the semantic and the phonemic test and the number of phonemic switches were significantly associated with verbal short-term memory. Additionally, in both groups, word productivity in the semantic and the phonemic test was positively associated with the number of switches. The observed similarities and differences in the performance of the two groups, as well as the associations that emerged among the test variables in each group, are discussed. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/1034912X.2015.1111307
Record No: 210440 From EdResearch online
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| What happens in a special developmental school?
| Vryonis, Katina | 2016 |
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Title: What happens in a special developmental school?
Author(s): Vryonis, Katina |
Journal Details: Teacher Learning Network v.23 n.2 p.30-34
Published: Winter 2016
ISSN: 1444-1284
Abstract: Springvale Park Special Developmental School is located in the south east of Melbourne in the suburb of Springvale. All of our students have an Intellectual Disability (within an IQ of 55 or below) with a diagnosis of either Autism, Epilepsy, Down syndrome, physical and sensory processing, hearing and/or vision impairment. Out of 177 students, 103 have been diagnosed with Autism. This article describes the students, the school, the curriculum at Spingvale Park Special Developmental School and in particular how art education is beneficial to students with Autism spectrum disorders. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=214747
Record No: 214747 From EdResearch online
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| The Development of Research Skills in Young Adults with Intellectual Disability in Participatory Research.
| Morgan, Michelle F.
Moni, Karen B.
Cuskelly, Monica | 2015 |
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Title: The Development of Research Skills in Young Adults with Intellectual Disability in Participatory Research.
Author(s): Morgan, Michelle F. | Moni, Karen B. | Cuskelly, Monica |
Journal Details: International Journal of Disability, Development and Education v.62 n.4 p.438-457
Published: July 2015
ISSN: 1034-912X
Abstract: There is limited information about specific research constructs developed by adults with intellectual disability in undertaking research despite increasing involvement in research with rather than on these individuals. Participatory research was used with three young adults with intellectual disability to collaboratively develop a training program and investigate the skills used and developed when undertaking the research project. Three research domains—Knowledge, Conceptual understandings and Skills, were identified, within which 18 subsets were categorised. Development in all domains and subsets occurred for all young adults, with variations in gains across subsets and participants. These young adults attained research knowledge, understanding and skills that enabled them to become collaborative researchers within this project. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/1034912X.2015.1028905
Record No: 208010 From EdResearch online
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| Examination of a Scale Assessing Attitudes towards Individuals with Intellectual Disability in China.
| Su, Hui
Cuskelly, Monica
Gilmore, Linda
Sullivan, Karen | 2015 |
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Title: Examination of a Scale Assessing Attitudes towards Individuals with Intellectual Disability in China.
Author(s): Su, Hui | Cuskelly, Monica | Gilmore, Linda | Sullivan, Karen |
Journal Details: International Journal of Disability, Development and Education v.62 n.6 p.660-675
Published: November 2015
ISSN: 1034-912X
Abstract: This study examined the applicability of the four-factor structure of the short form of the Community Living Attitudes Scale-Intellectual Disability (CLAS-ID) in China, using a sample of 325 Chinese community members. Confirmatory factor analysis revealed that the original structure of the short form of the CLAS-ID did not adequately fit the data from the current sample. Most items of the Exclusion and Similarity subscales were retained while items on the Empowerment and Sheltering subscales were removed. Chinese community members held generally positive attitudes towards people with intellectual disability. However, a measurement tool originating from the Chinese context is needed to provide a better understanding of attitudes towards individuals with intellectual disability in mainland China. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/1034912X.2015.1077938
Record No: 208663 From EdResearch online
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| Learning through Feature Prediction : An Initial Investigation into Teaching Categories to Children with Autism through Predicting Missing Features.
| Sweller, Naomi | 2015 |
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Title: Learning through Feature Prediction : An Initial Investigation into Teaching Categories to Children with Autism through Predicting Missing Features.
Author(s): Sweller, Naomi |
Journal Details: International Journal of Disability, Development and Education v.62 n.4 p.394-404
Published: July 2015
ISSN: 1034-912X
Abstract: Individuals with autism have difficulty generalising information from one situation to another, a process that requires the learning of categories and concepts. Category information may be learned through: (1) classifying items into categories, or (2) predicting missing features of category items. Predicting missing features has to this point been little used in special education. Children with autism were taught novel category information through either classification or feature prediction tasks. Both methods resulted in successful category learning. Furthermore, feature prediction learning resulted in better performance when predicting missing features of items at test. These results suggest that while both tasks are valuable tools for teaching categories to children with autism, the feature prediction task provides more successful post-learning use of the information acquired. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/1034912X.2015.1031093
Record No: 208012 From EdResearch online
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| Mastery Motivation in Children with Intellectual Disability : Is there Evidence for a Down Syndrome Behavioural Phenotype?
| Gilmore, Linda
Cuskelly, Monica
Browning, Melissa | 2015 |
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Title: Mastery Motivation in Children with Intellectual Disability : Is there Evidence for a Down Syndrome Behavioural Phenotype?
Author(s): Gilmore, Linda | Cuskelly, Monica | Browning, Melissa |
Journal Details: International Journal of Disability, Development and Education v.62 n.3 p.265-275
Published: May 2015
ISSN: 1034-912X
Abstract: The main purpose of the current study was to provide empirical evidence to support or refute assumptions of phenotypic deficits in motivation for children with Down syndrome (DS). Children with moderate intellectual disability (MID) associated with etiologies other than DS were recruited in an extension of a previous study that involved children with DS and typically developing children. The participants were 29 children with MID and 33 children with DS who were matched on mental age to 33 typically developing children, aged 3–8 years. Mastery motivation was assessed on task measures of curiosity, preference for challenge and persistence, as well as parental reports. There were no significant group differences on the mastery motivation tasks. Parental ratings of mastery motivation differed, with typically developing children generally being rated more highly than each of the disability groups. The view that motivational deficits are part of the DS behavioural phenotype was not supported. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/1034912X.2015.1020923
Record No: 207323 From EdResearch online
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| Music therapy with young people who have profound intellectual and developmental disability : Four case studies exploring communication and engagement within musical interactions.
| Thompson, Grace A.
McFerran, Katrina Skewes | 2015 |
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Title: Music therapy with young people who have profound intellectual and developmental disability : Four case studies exploring communication and engagement within musical interactions.
Author(s): Thompson, Grace A. | McFerran, Katrina Skewes |
Journal Details: Journal of Intellectual and Developmental Disability v.40 n.1 p.1-11
Published: March 2015
ISSN: 1366-8250
Abstract: The impact of music therapy on the communicative behaviours of young people with profound intellectual and developmental disability has not yet been established. Four adolescents participated in individual music therapy (MT) and toy play sessions with the same therapist in a 6-month period. Sessions were video-recorded and analysed based on The Inventory of Potentially Communicative Acts to compare the communicative behaviours within each condition. Both conditions successfully engaged the young people, with slightly more communicative behaviours observed in MT in response to singing, and more rejecting behaviours in toy play. MT was therefore considered equivalent to toy play in terms of quantity, but distinctive in eliciting more mutually enjoyable interpersonal encounters. MT creates engaging and motivating conditions for interactions with others, which suggests the need for greater integration of music therapy into special education classrooms. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.3109/13668250.2014.965668
Record No: 215940 From EdResearch online
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| The power of creativity.
| Stone, Dulcie | 2015 |
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Title: The power of creativity.
Author(s): Stone, Dulcie |
Journal Details: Interaction v.28 n.4 p.7-16
Published: 2015
ISSN: 0818-6286
Abstract: A 1980 report from the International League of Societies for the Mentally Handicapped to UNESCO states: 'Arts centers and arts programs are dedicated to the idea that each person, no matter how handicapped, has a unique vision, and that everyone should have the opportunity to express his or her individuality and creativity through the art experience.' Although I'd been managing creativity-based programs since the 1960s, full comprehension of the fundamental part creativity plays in all our lives took many years. This article contains some factual cases and true stories. [Author introduction, ed]
URL (open access) : https://view.joomag.com/interaction-volume-28-issue-4/0933589001446166011
URL (conditional access) : http://library.acer.edu.au/document/?document_id=213479
Record No: 213479 From EdResearch online
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| Psycho-educational assessment of specific learning disabilities : views and practices of Australian psychologists and guidance counsellors.
| Meteyard, John D.
Gilmore, Linda | 2015 |
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Title: Psycho-educational assessment of specific learning disabilities : views and practices of Australian psychologists and guidance counsellors.
Author(s): Meteyard, John D. | Gilmore, Linda |
Journal Details: Journal of Psychologists and Counsellors in Schools v.25 n.1 p.1-12
Published: June 2015
ISSN: 1037-2911
Abstract: This article reports an investigation of the views and practices of 203 Australian psychologists and guidance counsellors with respect to psycho-educational assessment of students with specific learning disabilities (SLDs). Results from an online survey indicated that practitioners draw upon a wide range of theoretical perspectives when conceptualising and identifying SLDs, including both response to intervention and IQ-achievement discrepancy models. Intelligence tests (particularly the Wechsler scales) are commonly employed, with the main stated reasons for their use being 'traditional' perspectives (including IQ-achievement discrepancy based definitions of SLDs), to exclude a diagnosis of intellectual disability, and to guide further assessment and intervention. In contrast, participants reported using measures of academic achievement and tests of specific cognitive deficits known to predict SLDs (e.g., phonological awareness) relatively infrequently. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1017/jgc.2014.19
Record No: 210584 From EdResearch online
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| Self-advocacy and its impacts for adults with developmental disabilities.
| Ryan, Thomas G.
Griffiths, Sarah | 2015 |
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Title: Self-advocacy and its impacts for adults with developmental disabilities.
Author(s): Ryan, Thomas G. | Griffiths, Sarah |
Journal Details: Australian Journal of Adult Learning v.55 n.1 p.31-53
Published: April 2015
ISSN: 1443-1394
Abstract: The following review of literature illuminates self-advocacy from a North American transformational learning perspective via meaningful impacts, which arise for adults with developmental disabilities, as well as various communities and their members. For adults with developmental disabilities, increased leadership capabilities and the evolution of new self-concepts continue to be powerful examples of the impact of self-advocacy. For communities, a more prominent voice and personable research within the academic community, increased awareness for some boards and committee members, and the acknowledgement and support of local or online community members are broad examples of the impacts self-advocacy has on us. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=206428
Record No: 206428 From EdResearch online
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| Teaching students with intellectual disabilities : a hermeneutic phenomenological study of the experiences of visual arts teachers.
| Tam, Cheung-on | 2015 |
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Title: Teaching students with intellectual disabilities : a hermeneutic phenomenological study of the experiences of visual arts teachers.
Author(s): Tam, Cheung-on |
Journal Details: Special Education Perspectives v.24 n.2 p.5-12
Published: 2015
ISSN: 1038-6475
Abstract: This paper reports on a hermeneutic phenomenological study on the experiences of visual arts teachers teaching students with intellectual disabilities in Hong Kong. Themes which emerged from the interviews were examined in conjunction with the lived experiences of the teachers. Special school visual arts teachers who participated in this study have strong emotional and personal connections with their students. The teachers had experienced difficulties when teaching their students and many of the problems were unique to the special school settings. In an effort to tackle these problems and improve their teaching, these teachers engaged in reflection and explored a variety of ways to enhance their students' learning. In spite of the practical learning problems their students face, the teachers maintained that studying visual arts is beneficial to their students' whole-person development. The paper concludes with a critical reflection on the nature of teaching visual arts to students with intellectual disabilities. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=216813
Record No: 216813 From EdResearch online
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| Using a Hero as a Model in Video Instruction to Improve the Daily Living Skills of an Elementary-aged Student with Autism Spectrum Disorder : A Pilot Study.
| Ohtake, Yoshihisa | 2015 |
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Title: Using a Hero as a Model in Video Instruction to Improve the Daily Living Skills of an Elementary-aged Student with Autism Spectrum Disorder : A Pilot Study.
Author(s): Ohtake, Yoshihisa |
Journal Details: International Journal of Disability, Development and Education v.62 n.4 p.363-378
Published: July 2015
ISSN: 1034-912X
Abstract: The present pilot study investigated the impact of video hero modelling (VHM) on the daily living skills of an elementary-aged student with autism spectrum disorder. The VHM, in which a character much admired by the student exhibited a correct response, was shown to the participant immediately before the situation where he needed to exhibit the target behaviours. Results of a multiple-probe design across three behaviours showed that each of the three target behaviours improved only when the VHM was introduced. In addition, the participant and his teachers demonstrated positive attitudes toward the use of VHM. However, the teachers hesitated to develop the VHM by themselves due to the perceived complexity of the development process and time constraints. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/1034912X.2015.1027179
Record No: 208009 From EdResearch online
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| Critical health literacy health promotion and people with intellectual disabilities.
| Chinn, Deborah | 2014 |
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Title: Critical health literacy health promotion and people with intellectual disabilities.
Author(s): Chinn, Deborah |
Journal Details: Asia-Pacific Journal of Health, Sport and Physical Education v.5 n.3 p.249-265
Published: November 2014
ISSN: 1837-7122
Abstract: Health literacy research and scholarship has largely overlooked the experiences of people with intellectual disabilities (ID), though growing concern about the health inequalities they face has increasingly given rise to health promotion interventions for this group. However, these interventions reference a rather limited vision of health literacy and largely fail to offer people with ID opportunities to develop capabilities to interact with health information in a more critical manner or to develop their understandings of how the wider social context impacts on their own experiences of health and health care. In this paper the author offers some explanations for why people with ID have been excluded from the critical health literacy field. The author suggests ways that a critical health literacy frame can advance understandings of (1) what literacy in general means for people with ID; (2) what it means for them to take part in critical health literacy practices, and (3) the nature of health texts - what they are and what they do for people with ID. The author concludes with remarks about what involvement in critical health literacy initiatives might offer people with ID and also what a consideration of the experiences of people with ID can offer critical health literacy theorizing and research. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.1080/18377122.2014.940811
Record No: 204274 From EdResearch online
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| Exploring the relations between in-service training, prior contacts and teachers' attitudes towards persons with intellectual disability.
| Dessemontet, Rachel Sermier
Morin, Diane
Crocker, Anne G. | 2014 |
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Title: Exploring the relations between in-service training, prior contacts and teachers' attitudes towards persons with intellectual disability.
Author(s): Dessemontet, Rachel Sermier | Morin, Diane | Crocker, Anne G. |
Journal Details: International Journal of Disability, Development and Education v.61 n.1 p.16-26
Published: March 2014
ISSN: 1034-912X
Abstract: This study investigates the relations between teachers' attitudes towards persons with intellectual disability (ID), in-service training on ID, and prior contacts with persons with ID. A sample of Canadian elementary school teachers (N=118) completed the Attitudes Toward Intellectual Disability Questionnaire, which measures cognitive, affective and behavioural components of attitudes towards persons with ID. Correlational and multivariate regression analyses were performed. Frequent contacts with persons with ID and experience of including a child with ID increased the likelihood of reporting prior positive contacts with persons with ID. In turn, this was associated with less discomfort towards persons with ID and more willingness towards interactions. In-service training on ID was related to better knowledge of rights and capabilities of persons with ID. Experience of including a child with ID in general education classrooms increased the likelihood to report feeling competent in teaching children with ID, which predicted more willingness to include children with ID. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/1034912X.2014.878535
Record No: 202425 From EdResearch online
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| 'I'm in their shoes' : Experiences of peer educators in sexuality and relationship education.
| Frawley, Patsie
Bigby, Christine | 2014 |
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Title: 'I'm in their shoes' : Experiences of peer educators in sexuality and relationship education.
Author(s): Frawley, Patsie | Bigby, Christine |
Journal Details: Journal of Intellectual and Developmental Disability v.39 n.2 p.167-176
Published: June 2014
ISSN: 1366-8250
Abstract: Sexuality and relationship education for adults with an intellectual disability has failed to include them in roles other than as learners. This paper reports findings from a study of the experiences of peer educators with an intellectual disability who co-facilitated a respectful relationships education program. Qualitative data were collected about the experiences of 16 peer educators through in-depth interviews and observations of their work in delivering the program. These data were thematically analysed. Peer educators reported that peer education gave them a sense of empowerment, positioned them as credible sources of information about relationships, enabled them to help others, and gave them an opportunity to learn new knowledge about respectful relationships, community resources and supports, and new skills. This study presents an alternative approach to relationship education that involves people with an intellectual disability as peer educators and that benefits these people. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.3109/13668250.2014.890701
Record No: 220394 From EdResearch online
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| Promoting self-determination for better health and wellbeing for adolescents who have an intellectual disability.
| Carrington, Suzanne
Lennox, Nicholas
O'Callaghan, Michael
McPherson, Lyn
Seva, Gitta | 2014 |
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Title: Promoting self-determination for better health and wellbeing for adolescents who have an intellectual disability.
Author(s): Carrington, Suzanne | Lennox, Nicholas | O'Callaghan, Michael | McPherson, Lyn | Seva, Gitta |
Journal Details: Australasian Journal of Special Education v.38 n.2 p.93-114
Published: December 2014
ISSN: 1030-0112
Abstract: The focus of this article is on an Australian research project that evaluated the effectiveness of a resource called the Ask Health Diary, which is used in the school curriculum to promote self-determination for better health and wellbeing for adolescents who have an intellectual disability. Education and health researchers used questionnaires and interviews to gather data from adolescents attending special schools and special education units located in secondary schools in south-east Queensland, their teachers and their parents/carers. The article reports on two research questions: First, 'How did the teachers use the Ask Health Diary to promote self-determination in health?', and second, 'How did teachers, parents/carers and students perceive the benefits and value of the Ask Health Diary?' The findings indicate that the Ask Health Diary provides a sound curriculum framework for teachers, adolescents and parents/ carers to work together to promote self-determination and better health outcomes for young people who have an intellectual disability. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1017/jse.2013.16
Record No: 205661 From EdResearch online
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| Views of Chinese parents and transition teachers on school-to-work transition services for adolescents with intellectual disability : A qualitative study.
| Xu, Tianxi
Dempsey, Ian
Foreman, Phil | 2014 |
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Title: Views of Chinese parents and transition teachers on school-to-work transition services for adolescents with intellectual disability : A qualitative study.
Author(s): Xu, Tianxi | Dempsey, Ian | Foreman, Phil |
Journal Details: Journal of Intellectual and Developmental Disability v.39 n.4 p.342-352
Published: December 2014
ISSN: 1366-8250
Abstract: The use of effective theory and practice in school-to-work transition for adolescents with intellectual disability (ID) is essential to enhance transition outcomes. In China, little attention has been paid to these issues. The current study explored Chinese parents' and transition teachers' views on school-to-work transition services for adolescents with ID. Fourteen transition teachers and 14 parents across 7 cities in China were interviewed, and the interview data were thematically analysed. The results suggest that the chief reasons for poor transition outcomes in China include social bias toward and limited employability of adolescents with ID, lack of quality transition programs, and insufficient policy and financial support. It is recommended that the Chinese government, employers, transition institutions, and families make changes to address the underachievement of postsecondary transition outcomes. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.3109/13668250.2014.947920
Record No: 220460 From EdResearch online
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| Working memory in adolescent males with Down syndrome and males with autism and intellectual disability : Implications for the classroom.
| Trezise, Kim L.
Gray, Kylie M.
Taffe, John
Sheppard, Dianne M. | 2014 |
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Title: Working memory in adolescent males with Down syndrome and males with autism and intellectual disability : Implications for the classroom.
Author(s): Trezise, Kim L. | Gray, Kylie M. | Taffe, John | Sheppard, Dianne M. |
Journal Details: Journal of Intellectual and Developmental Disability v.39 n.1 p.24-34
Published: March 2014
ISSN: 1366-8250
Abstract: To develop effective education strategies, a detailed knowledge of the working memory profile in Down syndrome (DS) and autism with intellectual disability (ID) is required. Fifteen adolescents with DS, 11 boys with autism and ID, and 12 boys with nonspecific ID (NSID) were compared on 2 versions of a novel working memory task that varied only in modality of presentation (visual or auditory). The groups with DS and with autism and ID demonstrated significantly poorer working memory performances than the group with NSID. No predictors of working memory performance were found. Recommendations to support the working memory difficulties of the groups with DS and autism and ID in the classroom include reducing the amount of information to be processed at a time, as well as providing visual or verbal (as appropriate) prompts and cues to reduce the need to hold information in working memory. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.3109/13668250.2013.874550
Record No: 220046 From EdResearch online
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| Conceptual abilities of children with mild intellectual disability : analysis of Wisconsin Card Sorting Test performance.
| Gligorovi, Milica
Buha, Nataša | 2013 |
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Title: Conceptual abilities of children with mild intellectual disability : analysis of Wisconsin Card Sorting Test performance.
Author(s): Gligorovi, Milica | Buha, Nataša |
Journal Details: Journal of Intellectual and Developmental Disability v.38 n.2 p.134-140
Published: June 2013
ISSN: 1366-8250
Abstract: Background - The ability to generate and flexibly change concepts is of great importance for the development of academic and adaptive skills. This paper analyses the conceptual reasoning ability of children with mild intellectual disability (MID) by their achievements on the Wisconsin Card Sorting Test (WCST). Method - The sample consisted of 95 children with MID aged between 10 years and 13 years 11 months. The following variables from the WCST were analysed: number of categories completed, initial conceptualisation, total number of errors, non-perseverative errors, perseverative errors, number of perseverative responses, and failures to maintain set. Results - The observed WCST predictive variables account for 79% of the variability in the number of categories completed (p _ .000). The total number of errors was the most significant predictor of performance on the WCST. Conclusion - The authors can conclude that there is a significant progress of conceptual abilities between the ages of 13 years to 13 years 11 months, compared to other assessed age groups. The results of their research suggest that the development of mental set flexibility is the basis of progress in conceptual abilities, thus intervention programs should offer. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.3109/13668250.2013.772956
Record No: 207056 From EdResearch online
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| Disability and family in the People's Republic of China : implementation, benefits, and comparison of two mutual support groups.
| McCabe, Helen
McCabe, Karen | 2013 |
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Title: Disability and family in the People's Republic of China : implementation, benefits, and comparison of two mutual support groups.
Author(s): McCabe, Helen | McCabe, Karen |
Journal Details: Journal of Intellectual and Developmental Disability v.38 n.1 p.12–22
Published: March 2013
ISSN: 1366-8250
Abstract: The authors and 2 Chinese parents established 2 support groups in China. One group was for parents of children with autism, and the other was for young adults with either mental health issues or intellectual disability, and their parents. The purpose of this study was to examine the meaning and effectiveness of these groups from the parents' perspectives. Qualitative interviews and questionnaires were completed by members of the groups, across the first 16 months. Facilitator monthly reports were also analysed. Members of both groups found the groups provided a feeling of belonging and a place to interact with similar people. Differences existed relating to perspectives on the purpose of the groups and how families benefited, as well as in participation rates. Suggestions were provided by members and implications of the differences in participation and desires of the parents are considered, including the understanding and perceptions of various disabilities in China. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.3109/13668250.2012.756462
Record No: 198011 From EdResearch online
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| The effect of age-correction on IQ scores among school-aged children born preterm.
| Roberts, Rachel M.
George, Wing Man
Cole, Carolyn
Marshall, Peter
Ellison, Vanessa
Fabel, Helen | 2013 |
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Title: The effect of age-correction on IQ scores among school-aged children born preterm.
Author(s): Roberts, Rachel M. | George, Wing Man | Cole, Carolyn | Marshall, Peter | Ellison, Vanessa | Fabel, Helen |
Journal Details: Australian Journal of Educational and Developmental Psychology v.13 p.1-15
Published: 2013
ISSN: 1446-5442
Abstract: In light of the risks of developmental and cognitive deficits associated with preterm birth, it is important that the development of preterm children is monitored beyond birth and hospital discharge. Such monitoring via routine developmental and cognitive assessments should serve to: 1) inform clinical neonatal care and management; 2) detect any difficulties or impairments; 3) guide the assignment of interventions or services when necessary; and 4) provide insight into predictions of later functioning. This study examined the effect of age-correction on IQ scores among preterm school-aged children. Data from the Flinders Medical Centre Neonatal Unit Follow-up Program in South Australia for 81 children aged five years and assessed with the WPPSI-III, and 177 children aged eight years and assessed with the WISC-IV, were analysed. Corrected IQ scores were significantly higher than not-corrected IQ scores (Full Scale IQ and all indices) for both the WPPSI-III and WISC-IV. The result was that two out of ten children who originally had IQs within the Intellectual Disability range were moved into a higher range of cognitive functioning after age-correction was implemented, thus the use of age-corrected IQ scores has the potential to exclude some children from support services. [Author abstract, ed]
URL (open access) : http://www.newcastle.edu.au/__data/assets/pdf_file/0013/100237/V13_Roberts_et_al.pdf
Record No: 203895 From EdResearch online
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| Emotion recognition by children with Down syndrome : a longitudinal study.
| Pochon, Régis
Declercq, Christelle | 2013 |
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Title: Emotion recognition by children with Down syndrome : a longitudinal study.
Author(s): Pochon, Régis | Declercq, Christelle |
Journal Details: Journal of Intellectual and Developmental Disability v.38 n.4 p.332-343
Published: December 2013
ISSN: 1366-8250
Abstract: Background - According to the literature, children with Down syndrome (DS) have difficulties recognising facial expressions. Yet abilities to recognise emotional expressions are often assessed in tasks that imply comprehension of words for emotions. The authors investigated the development of these abilities in children with DS in a longitudinal study that did not involve lexical knowledge of emotions. Method - Children with DS and nonspecific intellectual disability and typically developing children matched for developmental age (DA) were assessed once a year over 3 years. They were asked to recognise the facial expression of an emotion after hearing a vocalisation. Results - In each annual session, children with DS were not significantly different from others at recognising emotions. Their abilities to discriminate basic emotions improved significantly and to a similar extent to those of other children. Conclusion - The findings indicate that children with DS develop emotion recognition abilities similarly to other children of the same DA. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.3109/13668250.2013.826346
Record No: 207060 From EdResearch online
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| Evaluating staff training : taking account of interactions between staff and clients with intellectual disability and challenging behaviour.
| van Oorsouw, Wietske M. W. J.
Embregts, Petri J. C. M.
Bosman, Anna M. T. | 2013 |
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Title: Evaluating staff training : taking account of interactions between staff and clients with intellectual disability and challenging behaviour.
Author(s): van Oorsouw, Wietske M. W. J. | Embregts, Petri J. C. M. | Bosman, Anna M. T. |
Journal Details: Journal of Intellectual and Developmental Disability v.38 n.4 p.356-364
Published: December 2013
ISSN: 1366-8250
Abstract: Background - Hastings (2010) has recently emphasised 3 aspects in the training of staff who serve clients with mild to moderate intellectual disability and challenging behaviour (CB): Staff attitudes, self-awareness, and clients' perspectives. This study investigates whether programs include these aspects. Method - A systematic search yielded 11 relevant articles. Results - Generally, all programs aimed to improve staff knowledge and skills. Client variables concerned frequencies and severities of CB. None of the studies included clients' perspectives or staff attitudes and self-awareness. Conclusions - The act that staff attitudes and awareness or clients' perspectives were not among the main goals of the training studies suggests that recent views of effective treatment of CB are not yet the object of scientific study. Given the acknowledgment of these aspects, it is warranted that future research focuses upon these recent insights. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.3109/13668250.2013.826787
Record No: 207201 From EdResearch online
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| The experiences of mothers of young adults with an intellectual disability transitioning from secondary school to adult life.
| Dyke, Paula
Bourke, Jenny
Llewellyn, Gwynnyth
Leonard, Helen | 2013 |
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Title: The experiences of mothers of young adults with an intellectual disability transitioning from secondary school to adult life.
Author(s): Dyke, Paula | Bourke, Jenny | Llewellyn, Gwynnyth | Leonard, Helen |
Journal Details: Journal of Intellectual and Developmental Disability v.38 n.2 p.149-162
Published: June 2013
ISSN: 1366-8250
Abstract: Background - The transition from school to adulthood for young adults with an intellectual disability involves movement from a generally secure and supported school environment to an emerging adult life that may be characterised by a wide variation in adoption of adult roles related to employment, independent living, friendships, and day activities. Method - In this study, the authors investigated the perspectives of 18 mothers of young adults with either Down syndrome or Rett syndrome through qualitative semi structured interviews. The International Classification of Functioning, Disability and Health (ICF) framework was used as a conceptual basis. Results - Themes that emerged included adult roles assumed during the day, accommodation, quality of life, living a 'good 'life, and family impact. Conclusions - In contrast with Rett syndrome, mothers of young adults with Down syndrome described more difficult pathways to attaining stability in adult roles. Environmental facilitators and barriers emerged in the area of support, relationships, services, systems, and policies. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.3109/13668250.2013.789099
Record No: 207057 From EdResearch online
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| Father participation with mothers in the Signposts program : an initial investigation.
| May, Fiona S.
McLean, Louise A.
Anderson, Angelika
Hudson, Alan
Cameron, Christine
Matthews, Jan | 2013 |
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Title: Father participation with mothers in the Signposts program : an initial investigation.
Author(s): May, Fiona S. | McLean, Louise A. | Anderson, Angelika | Hudson, Alan | Cameron, Christine | Matthews, Jan |
Journal Details: Journal of Intellectual and Developmental Disability v.38 n.1 p.39-47
Published: March 2013
ISSN: 1366-8250
Abstract: The Signposts program is an evidence-based intervention system for parents of children with intellectual disability and problem behaviours. This study provided an initial investigation of the outcomes for mothers associated with father participation in Signposts, using data collected from the Signposts Statewide project, conducted in Victoria, Australia. Data from Signposts Statewide were analysed, with the effect size Cohen's d and 95% confidence interval around d calculated for pre- to post-program changes for 134 mothers who participated in Signposts with fathers and 483 mothers who participated without fathers. Although mothers in both groups benefited from the program, as evidenced by pre- to post-program improvements across all measures, the mean effect size was notably larger for mothers who participated in Signposts with fathers. These results highlight possible further program benefits for mothers who participate in Signposts with fathers, and are of particular significance in light of research describing the increased stress experienced by mothers of children with a disability. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.3109/13668250.2012.748184
Record No: 198766 From EdResearch online
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| The impact of including children with intellectual disability in general education classrooms on the academic achievement of their low-, average-, and high-achieving peers.
| Dessemontet, Rachel Sermier
Bless, Gerard | 2013 |
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Title: The impact of including children with intellectual disability in general education classrooms on the academic achievement of their low-, average-, and high-achieving peers.
Author(s): Dessemontet, Rachel Sermier | Bless, Gerard |
Journal Details: Journal of Intellectual and Developmental Disability v.38 n.1 p.23-30
Published: March 2013
ISSN: 1366-8250
Abstract: This study aimed at assessing the impact of including children with intellectual disability (ID) in general education classrooms with support on the academic achievement of their low-, average-, and high-achieving peers without disability. A quasi-experimental study was conducted with an experimental group of 202 pupils from classrooms with an included child with mild or moderate ID, and a control group of 202 pupils from classrooms with no included children with special educational needs (matched pairs sample). The progress of these 2 groups in their academic achievement was compared over a period of one school year. No significant difference was found in the progress of the low-, average-, or high-achieving pupils from classrooms with or without inclusion. The results suggest that including children with ID in primary general education classrooms with support does not have a negative impact on the progress of pupils without disability. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.3109/13668250.2012.757589
Record No: 198765 From EdResearch online
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| Literacy strategies used by adults with intellectual disability in negotiating their everyday community environments.
| Morgan, Michelle F.
Moni, Karen B.
Cuskelly, Monica | 2013 |
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Title: Literacy strategies used by adults with intellectual disability in negotiating their everyday community environments.
Author(s): Morgan, Michelle F. | Moni, Karen B. | Cuskelly, Monica |
Journal Details: Australian Journal of Adult Learning v.53 n.3 p.411-435
Published: November 2013
ISSN: 1443-1394
Abstract: This paper presents the findings from one part of a participatory research investigation about the literacy strategies used by three young adults with intellectual disability in their everyday community environments. Using data collected through video recording, prompting and think-alouds, information was collected about the range of literacy events that the research partners engaged with and the strategies that they used to negotiate these events. Findings revealed that these young adults engage in literacy in their everyday lives using literacy strategies that are multiple and varied and which draw on learned school-based and context specific strategies. Visual texts enabled more effective construction of meaning. Multiple context specific examples are provided to create a snapshot of how these young adults use literacy in their everyday community environments that broadens our knowledge and understanding of the types of literacy events and strategies that they engage with. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=201313
Record No: 201313 From EdResearch online
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| Reliability of a method for establishing the capacity of individuals with an intellectual disability to respond to Likert scales.
| Cuskelly, Monica
Moni, Karen
Lloyd, Jan
Jobling, Anne | 2013 |
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Title: Reliability of a method for establishing the capacity of individuals with an intellectual disability to respond to Likert scales.
Author(s): Cuskelly, Monica | Moni, Karen | Lloyd, Jan | Jobling, Anne |
Journal Details: Journal of Intellectual and Developmental Disability v.38 n.4 p.318-324
Published: December 2013
ISSN: 1366-8250
Abstract: Background - The study reported here was an examination of the reliability of a method for determining acquiescent responding and the capacity to respond to items using a Likert scale response format by adults with an intellectual disability. Method - Reliability of the outcomes of these procedures was investigated using a test–retest design. Associations with receptive vocabulary were examined. Results - The majority of the participants did not demonstrate acquiescent responding. Individuals' responses to the Likert type discrimination tasks were consistent, although this varied somewhat depending upon the abstractness of the task. There was some association between receptive language age equivalence scores and respondent performance. Conclusion - It is recommended that the pretest protocol (a) be modified to improve its reliability, and (b) this modified version be used with study participants who have an intellectual disability to ascertain the appropriate level of choice to be used for items that use a Likert response format. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.3109/13668250.2013.832734
Record No: 207059 From EdResearch online
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| Schooling transitions within the lifespan of people with an intellectual disability : perceptions and recommendations of ageing mothers.
| Strnadova, Iva
Evans, David | 2013 |
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Title: Schooling transitions within the lifespan of people with an intellectual disability : perceptions and recommendations of ageing mothers.
Author(s): Strnadova, Iva | Evans, David |
Journal Details: Australasian Journal of Special Education v.37 n.1 p.64-78
Published: July 2013
ISSN: 1030-0112
Abstract: In this paper the authors examine the perceptions of mothers about the schooling transitions, including transitions to postschool options, made by their adult child with an intellectual disability (ID). Twenty mothers of an adult child with an ID living in New South Wales, Australia, and the Czech Republic, aged 48 years or older, were recruited to participate in this study. Mothers were interviewed following a semistructured protocol. The audiotaped interviews were transcribed verbatim, and analysed using a constant comparison analytic approach. The experiences and issues faced by mothers at differing transitions of their adult child with an ID is discussed, including issues of school selection, lifelong planning, and engaging with professionals. Common and unique themes within and between each country are drawn, along with a comparison of findings from recent research reporting on transition experiences of mothers with young children with ID. The concluding discussion focuses on lessons learned about lifelong transition experiences, and pose future directions for enhancing the quality of transitions for persons with special needs and their families. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.1017/jse.2013.7
Record No: 197937 From EdResearch online
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| Student voice : Our journey.
| Page, Sue
Simmonds, Robyn
Avery, Karen | 2013 |
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Title: Student voice : Our journey.
Author(s): Page, Sue | Simmonds, Robyn | Avery, Karen |
Journal Details: Connect n.202 p.3-5
Published: August 2013
ISSN: 0158-4995
Abstract: Mornington Special Developmental School is a Victorian Government school that provides individualised education programs for students with moderate to severe intellectual disability who reside on the Mornington Peninsula. Some students also have autism, sensory and physical disabilities. The school is a small school with approximately 55 students aged between 3 and 18 years. Learning programs follow the AusVels Curriculum but are tailored and modified to meet the individual needs of each student. This article describes a process of school improvement and change undertaken by the school toward a 'student voice' approach, emphasising student communication and empowerment. [Author abstract, ed]
URL (open access) : https://research.acer.edu.au/cgi/viewcontent.cgi?article=1211&context=connect
URL (conditional access) : http://library.acer.edu.au/document/?document_id=205028
Record No: 205028 From EdResearch online
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| Using augmented reality to keep it real? Transitioning without tears.
| Williams, Vita
Ward, Katrina | 2013 |
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Title: Using augmented reality to keep it real? Transitioning without tears.
Author(s): Williams, Vita | Ward, Katrina |
Journal Details: Special Education Perspectives v.22 n.2 p.3-6
Published: 2013
ISSN: 1038-6475
Abstract: IPad apps can be engaging and motivating, thus the reason we employ them for supplementing our learning programs. The fact that iPads are engaging and motivating is especially important in a K-12 school for students with disabilities. The authors' problem was that they wanted to be able to transition students who were highly engaged with an app from their digital reality back into teacher-directed instruction in the classroom as seamlessly as possible. How would they go about it? The authors started investigating the option of 'augmented reality'. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=201409
Record No: 201409 From EdResearch online
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| Vocabulary development in children with Down syndrome : longitudinal and cross-sectional data.
| Zampini, Laura
D'Odorico, Laura | 2013 |
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Title: Vocabulary development in children with Down syndrome : longitudinal and cross-sectional data.
Author(s): Zampini, Laura | D'Odorico, Laura |
Journal Details: Journal of Intellectual and Developmental Disability v.38 n.4 p.310-317
Published: December 2013
ISSN: 1366-8250
Abstract: Background - Research findings on vocabulary development1 in children with Down syndrome are inconsistent. This study aimed to analyse the developmental trend of vocabulary growth in children with Down syndrome and the relationships between vocabulary and chronological and developmental age. Method - Children's vocabulary size was assessed by a parental report (the Italian version of the MacArthur–Bates Communicative Development Inventories [CDI]). A longitudinal study, involving 18 children with Down syndrome, and a cross-sectional study, involving 27 children with Down syndrome, were conducted. Results - The variability in children's vocabulary size increased from a chronological age of 36 months. Both vocabulary size (from 36 months) and developmental level (from 42 months) were significant predictors of lexical outcomes at 48 months. A comparison with normative data showed that children with Down syndrome had a significantly lower vocabulary size than typically developing children at the same developmental age. Conclusion - Although there are similarities with vocabulary growth in typically developing children, lexical development in children with Down syndrome appears to lag behind their cognitive development. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.3109/13668250.2013.828833
Record No: 207058 From EdResearch online
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| The case of Drew : an animated social narrative intervention to improve the social skills of a student with a mild intellectual disability (MID).
| Shepherd, Alyce | 2012 |
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Title: The case of Drew : an animated social narrative intervention to improve the social skills of a student with a mild intellectual disability (MID).
Author(s): Shepherd, Alyce |
Journal Details: Journal of Student Engagement: Education Matters v.2 n.1 p.65-77
Published: 2012
ISSN: 1839-8340
Abstract: This paper presents the case of nine-year-old Drew, a Year 3 Primary School student who has a mild intellectual disability (MID). Drew is one of four individual case studies from a research project that examined the potential of students with MID co-constructing their own animated social narratives about being safe (keeping hands and feet to oneself) using the teaching approach of 'slowmation' (abbreviated from 'slow animation'). This paper explores the extent that Drew was able to use slowmation to co-construct an animated social narrative and the ways in which this social skills intervention supported his understanding and application of safe behaviour at school. Drew worked one-on-one with a researcher across three 40-minute lessons to co-construct an animated social narrative. Data were gathered from audio-recorded semistructured student and teacher interviews, video-recorded lesson observations, student work samples and student school behaviour records. Analysis of data revealed that Drew was able to successfully co-construct an animated social narrative about being safe at school by engaging with slowmation processes and that after co-construction his understanding of ways to be safe and his application of safe behaviour at school improved. [Author abstract]
URL (open access) : http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1018&context=jseem
Record No: 194119 From EdResearch online
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| Children of parents with intellectual disability : facing poor outcomes or faring okay?
| Collings, Susan
Llewellyn, Gwynnyth | 2012 |
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Title: Children of parents with intellectual disability : facing poor outcomes or faring okay?
Author(s): Collings, Susan | Llewellyn, Gwynnyth |
Journal Details: Journal of Intellectual and Developmental Disability v.37 n.1 p.65-82
Published: March 2012
ISSN: 1366-8250
Abstract: Children of parents with intellectual disability are assumed to be at risk of poor outcomes but a comprehensive review of the literature has not previously been undertaken. A database and reference search from March 2010 to March 2011 resulted in 26 studies for review. Two groups of studies were identified. The first investigated an association between parental intellectual disability and child outcomes where there was significant disadvantage. Some findings suggest low parental intellectual capacity can negatively impact child outcomes, but others indicate child development approaches population norms. A second, small group of studies explored narrative accounts of childhood to find that social exclusion, bullying, and stigma are commonplace. Removal from parental care emerged as a significant risk for this group of children. Studies focusing on child development represent 85% of the literature but reach no consensus about likely developmental or behavioural outcomes. Children studied usually come from clinical populations or other high-risk groups, and are typically young children. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.3109/13668250.2011.648610
Record No: 192547 From EdResearch online
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