Review
Education, Special
Kay Mafuba, Hazel M. Chapman, Marc Forster, Rebecca Chester, Joann Kiernan, Dorothy Kupara, Chiedza Kudita
Summary: The objective of this scoping review was to summarize the contribution of intellectual disabilities nurses to improve the health and well-being of individuals with intellectual disabilities, now and in the future. The findings highlight the importance of high-quality research in determining the impact and effectiveness of nursing interventions for individuals with intellectual disabilities. It is recommended to establish a searchable online compendium of intellectual disability nurse interventions for more effective evidence-based practice.
JOURNAL OF INTELLECTUAL DISABILITIES
(2023)
Article
Education, Special
Leeljanaka S. K. Udugama, Rohan Nethsinghe, Jane Southcott, Sampath Kularathna, T. D. T. Leslie Dhanapala, K. Anoma C. Alwis
Summary: In Sri Lanka, there is a lack of a fully developed common sign language, a shortage of sign language interpreters, and limited resources for teachers. This exploratory study examines the use of sign language, access to education for people with disabilities, and the availability of trained educators. The findings highlight the marginalized and under-supported DHH community in Sri Lankan society, emphasizing the need for attention and reform.
JOURNAL OF DEAF STUDIES AND DEAF EDUCATION
(2023)
Review
Education, Special
Harpa Stefansdottir, Kathryn Crowe, Egill Magnusson, Mark Guiberson, Thora Masdottir, Inga Agustsdottir, Osp Baldursdottir
Summary: This systematic review examined the measures and methods used to assess the speech intelligibility of d/Deaf and hard-of-hearing (DHH) children who use spoken language as part or all of their communication system. The study found a wide range of measures/methods being used, with the most common being the Speech Intelligibility Rating scale. Future research should aim to use methods/measures with established psychometric validity, provide clear descriptions of the methods/measures used, and consider using multiple measures to overcome the limitations of different methods in measuring the speech intelligibility of DHH children.
JOURNAL OF DEAF STUDIES AND DEAF EDUCATION
(2023)
Article
Education, Special
Magen Rooney-Kron, Stacy K. Dymond
Summary: This study aimed to understand special education teachers' beliefs about the benefits of and barriers to school and community WBLEs for students with ESN. Teachers generally believed that students benefit from WBLEs, with higher ratings for community WBLEs. Barriers included limited resources, stakeholder support, curriculum, and support for students. Teachers' beliefs about WBLEs varied by their experience with WBLEs.
CAREER DEVELOPMENT AND TRANSITION FOR EXCEPTIONAL INDIVIDUALS
(2023)
Article
Education, Special
Naimah Aldarwish, Afnan Alsaab, Dhay Alqusair, Ismail Alwahsh, Tunny Sebastian, Yasmin Algindan
Summary: This study compared the body composition, food consumption patterns, and physical activity levels of children with and without Down syndrome (DS). Children with DS had lower intake of fruits and leafy vegetables compared to controls. Boys with DS preferred dancing while controls preferred football. There were significant differences in fat mass, waist circumference, hip circumference, and waist to height ratio for girls with and without DS.
JOURNAL OF INTELLECTUAL DISABILITIES
(2023)
Article
Education, Special
Shannon Corcoran, Catherine Kelly, Caroline Bond, Louise Knox
Summary: This article presents the work of a local authority in the UK to develop a multi-agency approach to reducing emotionally based school non-attendance. The study utilized the Research and Development in Organisations model to guide the action research process, resulting in a culture shift and the production of professional guidance materials. The findings highlight the importance of multi-agency collaboration and addressing misconceptions to promote positive changes in attendance.
BRITISH JOURNAL OF SPECIAL EDUCATION
(2023)
Article
Education, Special
A. Bracken, J. Hauss, S. Grinshpun, D. Lasc, A. Hershkovich, Y. Yang
Summary: The study aimed to evaluate the spatial abilities of individuals with Down syndrome compared to typically developing children, using a comprehensive framework and various spatial tasks. The results showed deficits in dynamic-intrinsic and static-extrinsic spatial abilities for people with DS, suggesting the need for targeted interventions to improve their spatial skills.
JOURNAL OF INTELLECTUAL DISABILITY RESEARCH
(2023)
Article
Education, Special
Andrew R. Scheef, Lauren Bruno, Holly N. Whittenburg
Summary: Individuals with disabilities in rural areas may face additional barriers to employment and postsecondary education, such as transportation issues, limited opportunities, and varied perceptions on the value of higher education. Special educators in rural schools may also have limited training opportunities and diverse responsibilities. Strategies to address these discrepancies include augmenting teacher training, partnering with vocational rehabilitation, improving public policy, and leveraging the strengths of rural communities.
RURAL SPECIAL EDUCATION QUARTERLY
(2023)
Article
Education, Special
Yufei Ren, Gang Cui
Summary: This article reviews a recently published book titled "A Linguistic Approach to the Study of Dyslexia," which aims to describe the language and communicative profile of individuals with dyslexia. The article provides an overview of the cognitive and neurological foundations and highlights the contribution of linguistics to the interdisciplinary understanding of dyslexia research.
AUSTRALIAN JOURNAL OF LEARNING DIFFICULTIES
(2023)
Article
Education, Special
Madison M. Walsh, Kaylyn Van Deusen, Mark A. Prince, Anna J. Esbensen, Angela John Thurman, Miranda E. Pinks, Lina R. Patel, Robyn Tempero Feigles, Leonard Abbeduto, Lisa A. Daunhauer, Deborah J. Fidler
Summary: This study evaluated the psychometric properties of a measure of inhibition, a key executive function skill, in children with Down syndrome. The adapted prohibition task was found to be an appropriate method for assessing inhibition in children with Down syndrome aged 4 to 7, although many children in this age range are still in the early stages of acquiring this skill.
JOURNAL OF INTELLECTUAL DISABILITIES
(2023)
Article
Education, Special
Siham Albesisi, Paul G. Overton
Summary: This study explored the relationship between emotion dysregulation and ADHD-like traits in a non-clinical group of adults. The results showed a close association between emotion dysregulation and the classical symptoms of ADHD, suggesting a common dysfunctional substrate.
ADVANCES IN NEURODEVELOPMENTAL DISORDERS
(2023)
Article
Education, Special
Esther H. Bisschops, J. Clasien de Schipper, Zina Salhi, Petri J. C. M. Embregts, Carlo Schuengel
Summary: This study presents the insights gained from sharing tacit and experiential implementation knowledge in Communities of Practice (CoP) in improving the quality of care for clients with intellectual disabilities. The findings reveal the impact of implementing methods that reduce involuntary care on care professionals, management, and organisations, and emphasize the importance of collective learning in CoP.
JOURNAL OF INTELLECTUAL & DEVELOPMENTAL DISABILITY
(2023)
Review
Education, Special
Cristina Dumitru
Summary: The aim of this scoping literature review was to analyze the impact of dance on adults with intellectual disabilities. The review found that dance can improve body awareness, increase engagement in physical activity, and enhance mental health. Additionally, dance is effective in facilitating social interaction among adults with intellectual disabilities and has potential in promoting physical activity and reducing stress levels.
JOURNAL OF INTELLECTUAL DISABILITIES
(2023)
Article
Education, Special
Anna M. Brady-Ruehs, Adam Carreon, Toni Van Laarhoven, Jesse Johnson, Lynette Chandler
Summary: This study compared the effectiveness of two different methods of fading video prompts for teaching individuals with developmental disabilities and moderate intellectual disability to independently perform daily living tasks. The results showed that both methods were effective in increasing participants' level of correct, independent performance, with the video modeling method being more effective.
EDUCATION AND TREATMENT OF CHILDREN
(2023)
Article
Education, Special
Lauren E. van Noorden, Jeff Sigafoos, Carla Wallace-Watkin, Hannah L. Waddington
Summary: Parents may be able to provide effective therapeutic support for their autistic preschool children, and the Parent-implemented Early Start Denver Model (P-ESDM) program can provide strategies and support. However, flexible and personalized approaches are needed.
JOURNAL OF EARLY INTERVENTION
(2023)
Article
Education, Special
Sophia R. D'Agostino, Sarah E. Pinkelman, Melissa Maye
Summary: Research suggests that NDBI strategies are applicable and beneficial for preschool teachers, but further training and organizational support are needed for successful implementation.
JOURNAL OF EARLY INTERVENTION
(2023)
Article
Education, Special
Kim J. H. M. van den Bogaard, Mireille G. D. de Beer, Noud Frielink, Petri J. C. M. Embregts
Summary: This study explores the involvement of experts by experience in health sector organisations, highlighting their importance while also identifying practical challenges such as a lack of genuine attention, insufficient visibility and recognition of expertise, and a lack of support for sustainable inclusion. Finding solutions to these challenges and improving inclusion in policies is crucial.
JOURNAL OF INTELLECTUAL & DEVELOPMENTAL DISABILITY
(2023)
Article
Education, Special
Marisol Cueli, Laura M. Canamero, Celestino Rodriguez, Paloma Gonzalez-Castro
Summary: Teachers and school counsellors play a key role in detecting and intervening ADHD. This study found differences in knowledge and attitudes towards ADHD among different types of educators, with school counsellors and special education teachers showing better understanding and attitudes towards ADHD.
EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION
(2023)
Article
Education, Special
Stephen M. Ponisciak, Karen M. Morris
Summary: The Advanced Placement Teacher Investment Program in Indiana (AP-TIP IN) aims to prepare students for college by training teachers to offer rigorous math, science, and English coursework using the College Board Advanced Placement Program. The program focuses on increasing enrollment and qualifying scores on AP exams, which are expected to lead to better postsecondary outcomes. The study comparing program schools and matched comparison schools found that AP-TIP IN schools increased the proportion of students taking and passing AP exams, while post-secondary outcomes were similar to the comparison schools.
JOURNAL OF ADVANCED ACADEMICS
(2023)
Review
Education, Special
N. Gil, A. Cox, K. L. Whitaker, R. S. Kerrison
Summary: This review systematically examines the published academic literature on cancer risk-factor and symptom awareness among people with intellectual disabilities (ID), carers, and healthcare professionals (HCPs). The findings indicate a low level of awareness in this population, suggesting a need for theoretically grounded and co-designed tools and interventions. There is also uncertainty on how to best support people with ID in raising cancer awareness, even within the healthcare profession. More research is needed on cancers other than breast cancer to gain a comprehensive understanding of awareness among adults with IDs, carers, and HCPs.
JOURNAL OF INTELLECTUAL DISABILITY RESEARCH
(2023)
