Global journal of intellectual & developmental disabilities最新文献

{"title":"Special Education Teacher Attrition","authors":"Alice M Mockovciak, Glennda K McKeithan, Xaviera T Johnson, Deborah E Grisworld, Mabel O Rivera","doi":"10.19080/gjidd.2023.11.555811","DOIUrl":"https://doi.org/10.19080/gjidd.2023.11.555811","url":null,"abstract":"Rising attrition rates and shortage of highly qualified special education teachers (SETs) have a negative impact on students with disabilities (SWD) as effective SETs are needed to help learners experience success in school settings [1]. Researchers and other stakeholders must learn more about the common experiences of SETs to better understand what these educators need to experience more job satisfaction and subsequently remain in the field to assist SWD [2]. Conversely, school leaders and other stakeholders need to have a better understanding of the professional experiences related to SET satisfaction in their workplace to comprehend the severity of this issue [3]. Gaining a better understanding of the lived experiences of SETs can help others in the work environment to affect change to support SETs and maximize the potential for SETs to remain in the field and continue to develop and enhance their abilities to help SWD [4]. This qualitative phenomenological descriptive case study draws on a purposive sample of five SETs currently serving SWD [5]. The study’s participants were asked to share their experiences and insights into the challenges of their job in public school settings. An analysis of the data resulted in the emergence of three significant constituents: (1) collaborative experiences; (2) isolation and exclusion, and (3) marginalization. The subsequent discussion offers points related to the identified themes and provides readers with suggestions to help support SETs in varied settings and potential areas of further research.","PeriodicalId":93559,"journal":{"name":"Global journal of intellectual & developmental disabilities","volume":"457 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135827888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reading Comprehension in Students with Autism Spectrum Disorder: The Role of Metacognitive Skills, Motivation, and Use of Strategies","authors":"Gutierrez de Blume Antonio P","doi":"10.19080/gjidd.2021.09.555758","DOIUrl":"https://doi.org/10.19080/gjidd.2021.09.555758","url":null,"abstract":"The purpose of the present exploratory study is to relate reading comprehension (ASD), metacomprehension skills, motivation for reading, and use of strategies among a group of students with autism spectrum disorder and their typically developing peers. More specifically, the aim was to determine which aspects can best explain performance in reading comprehension. Eighty-two students who were in the eighth grade to the fourth year of high school participated. They completed a standardized reading comprehension test, answered metacognitive measurement instruments, metacognitive monitoring, a questionnaire on motivation for reading, and a protocol for thinking aloud. According to the results, we conclude that metacognitive skills, motivation, and use of strategies significantly predicted performance in reading comprehension in students with ASD, and that there were some interesting differences between this group of students and their typical peers.","PeriodicalId":93559,"journal":{"name":"Global journal of intellectual & developmental disabilities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42218711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Tele-Rehabilitation Systems for Empowering Parents and Their Children with Disabilities in India – A SWOT Analysis of the Context for Implementation","authors":"S. Moorthy, Manigandan Chockalingam, Dr. Sureshkumar Kamalakannan","doi":"10.19080/GJIDD.2021.08.555743","DOIUrl":"https://doi.org/10.19080/GJIDD.2021.08.555743","url":null,"abstract":"Persons with Disabilities (PWD) experience unmet needs related to health, rehabilitation, education, livelihood, social participation, and empowerment, particularly those living in a resource-poor context such as in the Indian context. The same applies to Children with Disabilities (CWD) as well. Given the pandemic restrictions imposed by the government of India, the provision of therapeutic rehabilitation services for PWDs and CWDs has come to a deadlock. Therefore, the PWDs and the parents of CWDs are substantially impacted by the double contextual burden of demand and access to rehabilitation services in India. However, there has been some light at the end of this dark tunnel provided by the existing telecommunication strategies. Both parents/caregivers and rehabilitation service providers started to find a way out of this situation on their own in India by optimizing their skills and resources for telerehabilitation. However, adopting this strategy requires evidence. Hence a critical Strengths Weaknesses Opportunities and Threats (SWOT) analysis of the telerehabilitation strategy for empowering PWDs and CWDs in an Indian context is warranted and is of immense public health importance. A narrative review was conducted. Telerehabilitation has several strengths, weaknesses, opportunities, and threats. Telecommunication resources, Access to Rehabilitation services, Parent’s and consumer acceptance, Service efficiency, and data documentation could be considered as strengths; Skills, Competencies, Opportunity cost, Resource intensiveness, Evidence for Effectiveness, Comprehensibility could be considered as weaknesses; Therapy innovations, Evidence generation, System strengthening and Capacity Building could be considered as opportunities; Patient Safety, Ethical Integrity, Data security, and Professional practice insecurity could be considered as potential Threats to Telerehabilitation. Telerehabilitation has considerable scope for providing meaningful therapeutic experience and hastens the process of rehabilitation of CWDs in the current context. The SWOT and its implications must be kept in mind to ensure that CWDs receive the best quality continuum of care in the present context with utmost ethical and evidence-based considerations. This could bridge the gaps in access to rehabilitation services with sustainable solutions than patchy temporary solutions that are not sustainable.","PeriodicalId":93559,"journal":{"name":"Global journal of intellectual & developmental disabilities","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48544142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Involvement of Families and Carers is Essential in Provision of Involuntary Care to People with Intellectual Disability","authors":"D. Arya","doi":"10.19080/gjidd.2021.08.555726","DOIUrl":"https://doi.org/10.19080/gjidd.2021.08.555726","url":null,"abstract":"competence to make decisions. If the person lacks capacity to make decisions about their medical treatment, provisions exist in jurisdictions for a substitute decision maker actions, they be make","PeriodicalId":93559,"journal":{"name":"Global journal of intellectual & developmental disabilities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41804204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"SCN2A Pathogenic Variants- Important Causes of Epilepsy and Developmental Delay","authors":"E. Gonzalez-Giraldo","doi":"10.19080/gjidd.2021.07.555722","DOIUrl":"https://doi.org/10.19080/gjidd.2021.07.555722","url":null,"abstract":"Pathogenic variants in the SCN2A are an important cause of various neurological disorders including epilepsy, epileptic encephalopathies, autism, and other and neurological issues. Its diagnosis carries therapeutic and prognostic implications and should be sought in patients with evidence of epileptic encephalopathy.","PeriodicalId":93559,"journal":{"name":"Global journal of intellectual & developmental disabilities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47938603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Disabilities and Psychological Poetr","authors":"Eftichia Matalon","doi":"10.19080/gjidd.2021.07.555723","DOIUrl":"https://doi.org/10.19080/gjidd.2021.07.555723","url":null,"abstract":"","PeriodicalId":93559,"journal":{"name":"Global journal of intellectual & developmental disabilities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49303848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pre-Diabetes Predicts Longitudinal Change of Post Stroke Depressive Symptoms Following Acute Ischemic Stroke within One Year","authors":"Chunxue Wang","doi":"10.19080/gjidd.2021.07.555720","DOIUrl":"https://doi.org/10.19080/gjidd.2021.07.555720","url":null,"abstract":"","PeriodicalId":93559,"journal":{"name":"Global journal of intellectual & developmental disabilities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47979187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"High-Leverage Instructional Practices for Students with Autism and Mild Disabilities in Traditional and Remote Learning Settings","authors":"Glennda K. McKeithan","doi":"10.19080/GJIDD.2021.07.555719","DOIUrl":"https://doi.org/10.19080/GJIDD.2021.07.555719","url":null,"abstract":"Meeting the needs of students with autism and mild disabilities effectively in traditional and remote settings must be an individualized, purposeful, and data-driven process [1]. Learning to implement a core foundation of easy-to-use evidence-based instructional practices can help teachers across content areas develop a core foundation of “go to” practices which can potentially benefit all students with and without disabilities [2]. The High-Leverage Practices (HLPs) recently identified by the Council for Exceptional Children and the CEEDAR Center at the University of Florida [3] can help educators to target their students’ most significant skill deficits and, subsequently, develop and deliver instructional programming that may help students develop to their fullest potential. The 22 identified HLPs are multifaceted, evidence-based practices.","PeriodicalId":93559,"journal":{"name":"Global journal of intellectual & developmental disabilities","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41382873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"LEADing the Way: Perceptions of Self-Advocate Educators (SAEs) for Law Enforcement","authors":"L. Schoenbrodt","doi":"10.19080/GJIDD.2021.07.555718","DOIUrl":"https://doi.org/10.19080/GJIDD.2021.07.555718","url":null,"abstract":"Following the death of a young man with Down Syndrome by law enforcement in Maryland (USA), a statute was passed requiring that all law enforcement officers (LEOs) undergo IDD training approved by the Maryland Police Training Commission. The curriculum utilized by trainers was often lecture-based and provided content knowledge about the characteristics and presentations of people with IDD. While this curriculum was effective in providing information, the lived experiences of members of the community and application-based training were lacking. The authors developed a training model (LEAD) for LEOs using role-play and scenario-based training that includes individuals with IDD as Self-Advocate Educators (SAE). This model has been delivered to select law enforcement agencies in Maryland. This qualitative case study reports on the Self-Advocate Educators’ (SAEs) initial perceptions of their participation in training law enforcement utilizing the LEAD Program Model.","PeriodicalId":93559,"journal":{"name":"Global journal of intellectual & developmental disabilities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49196445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reflections on An Auternative: An Innovative Co-Production Approach to Research with Autistic People","authors":"Marion A. Hersh","doi":"10.19080/GJIDD.2021.07.555717","DOIUrl":"https://doi.org/10.19080/GJIDD.2021.07.555717","url":null,"abstract":"This paper reflects briefly on the recent An Auternative Project which investigated the barriers experienced in domains such as employment, access to health and other services and social interaction, and the strategies used by autistic people. The research highlighted the wide range of strategies used by autistic people to overcome barriers and to participate in the community, the fact that autistic people do show agency rather than just responding to others, and the importance of respect and valuing diversity. The research is original in using co-production and being autistic led, having an underlying theoretical framework of the social model of disability/neurodiversity, autonomy and empowerment and focusing on the voices of autistic people rather than professionals and family members.","PeriodicalId":93559,"journal":{"name":"Global journal of intellectual & developmental disabilities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43592957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}