{"title":"科威特教师和大学生对智力残疾的认识与干预信念。","authors":"Fauzia Abdalla, Abdessatar Mahfoudhi","doi":"10.3109/13668250.2024.2430625","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Service providers' knowledge and attitude of people with disabilities is the foundation for inclusion. This qualitative study explored awareness and intervention beliefs of intellectual disability in 106 teachers and 170 preservice students in Kuwait.</p><p><strong>Method: </strong>After reading an unlabelled vignette about a young man with an intellectual disability, participants answered two open-ended questions to identify his problem and possible intervention. Data were coded and thematically analysed.</p><p><strong>Results: </strong>The four causal belief themes involved cognitive, academic-occupational, psychosocial, and personal/life-skill factors. The three intervention themes that emerged promoted personal/professional growth, educational and career enhancement and rehabilitation/psychosocial support. Results revealed few participants accurately identified intellectual disability. Most attributed the problem to personal factors. Recommendations for intervention centred on personal/professional development and rehabilitation and psychosocial support, in line with the causal beliefs.</p><p><strong>Conclusions: </strong>The findings are discussed in relation to the participants' local culture, and implications are suggested for training and assessment.</p>","PeriodicalId":51466,"journal":{"name":"Journal of Intellectual & Developmental Disability","volume":"50 2","pages":"235-248"},"PeriodicalIF":1.2000,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Awareness of intellectual disability and intervention beliefs among teachers and university students in Kuwait.\",\"authors\":\"Fauzia Abdalla, Abdessatar Mahfoudhi\",\"doi\":\"10.3109/13668250.2024.2430625\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>Service providers' knowledge and attitude of people with disabilities is the foundation for inclusion. This qualitative study explored awareness and intervention beliefs of intellectual disability in 106 teachers and 170 preservice students in Kuwait.</p><p><strong>Method: </strong>After reading an unlabelled vignette about a young man with an intellectual disability, participants answered two open-ended questions to identify his problem and possible intervention. Data were coded and thematically analysed.</p><p><strong>Results: </strong>The four causal belief themes involved cognitive, academic-occupational, psychosocial, and personal/life-skill factors. The three intervention themes that emerged promoted personal/professional growth, educational and career enhancement and rehabilitation/psychosocial support. Results revealed few participants accurately identified intellectual disability. Most attributed the problem to personal factors. Recommendations for intervention centred on personal/professional development and rehabilitation and psychosocial support, in line with the causal beliefs.</p><p><strong>Conclusions: </strong>The findings are discussed in relation to the participants' local culture, and implications are suggested for training and assessment.</p>\",\"PeriodicalId\":51466,\"journal\":{\"name\":\"Journal of Intellectual & Developmental Disability\",\"volume\":\"50 2\",\"pages\":\"235-248\"},\"PeriodicalIF\":1.2000,\"publicationDate\":\"2025-06-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Intellectual & Developmental Disability\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.3109/13668250.2024.2430625\",\"RegionNum\":4,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2024/12/2 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Intellectual & Developmental Disability","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.3109/13668250.2024.2430625","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/12/2 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
Awareness of intellectual disability and intervention beliefs among teachers and university students in Kuwait.
Background: Service providers' knowledge and attitude of people with disabilities is the foundation for inclusion. This qualitative study explored awareness and intervention beliefs of intellectual disability in 106 teachers and 170 preservice students in Kuwait.
Method: After reading an unlabelled vignette about a young man with an intellectual disability, participants answered two open-ended questions to identify his problem and possible intervention. Data were coded and thematically analysed.
Results: The four causal belief themes involved cognitive, academic-occupational, psychosocial, and personal/life-skill factors. The three intervention themes that emerged promoted personal/professional growth, educational and career enhancement and rehabilitation/psychosocial support. Results revealed few participants accurately identified intellectual disability. Most attributed the problem to personal factors. Recommendations for intervention centred on personal/professional development and rehabilitation and psychosocial support, in line with the causal beliefs.
Conclusions: The findings are discussed in relation to the participants' local culture, and implications are suggested for training and assessment.
期刊介绍:
Journal of Intellectual & Developmental Disability (formerly the Australia and New Zealand Journal of Developmental Disabilities) is the official journal of the Australasian Society for the Study of Intellectual Disability (ASSID). JIDD is an international, multidisciplinary journal in the field of intellectual and developmental disability. The journal publishes original qualitative and quantitative research papers, literature reviews, conceptual articles, brief reports, case reports, data briefs, and opinions and perspectives.