Abstract: Attention to the educational programming of secondary students with mild intellectual disability has declined in recent decades, although the need for the attention has not, particularly when considering the postschool outcomes of this population. This paper discusses the current state postschool outcomes and secondary education services for students with mild intellectual disability. It then provides a proposed vision for the educational programming of secondary students with mild intellectual disability to improve those postschool outcomes.

AIM Longitudinal studies that have examined cognitive performance in children with intellectual disability more than twice over the course of their development are scarce. We assessed population and individual stability of cognitive performance in a clinical sample of children with borderline to mild non-syndromic intellectual disability. METHOD Thirty-six children (28 males, eight females; age range 3-19y) with borderline to mild intellectual disability (Full-scale IQ [FSIQ] 50-85) of unknown origin were examined in a retrospective clinical case series using linear mixed models including at least three assessments with standardized intelligence tests. RESULTS Average cognitive performance remained remarkably stable over time (high population stability, drop of only 0.38 IQ points per year, standard error=0.39, p=0.325) whereas individual stability was at best moderate (intraclass correlation of 0.58), indicating that about 60% of the residual variation in FSIQ scores can be attributed to ...

Individuals with mild intellectual disabilities (MID) or borderline intellectual functioning (BIF) and mental health problems or challenging behavior are difficult to reach by mainstream healthcare facilities and support organizations and frequently avoid the care they need. To improve the care for this client group in the Netherlands, the (Flexible) Assertive Community Treatment (ACT) model - originally developed for people with severe mental illness - was adapted and implemented by five organizations specialized in the care for people with MID/BIF and mental health problems or challenging behavior. After an introduction of the original ACT model and a description of the international state of the art of ACT for people with (M)ID/BIF, this paper describes the (Flexible) ACT-MID/BIF model as developed and implemented in the Netherlands. Professionals and clients experiences with this new type of care are reported as well. Implications for clinical practice, policy and research are discussed ...

One of the first discussions of intellectual disabilities and the death penalty occurred in 1978 when the U.S. Supreme Court decided Lockett v. Ohio (1978). The Court held that evidence of a defendants mental disabilities is admissible during the sentencing hearing as a mitigating factor. However, the ruling did not forbid the execution of people with intellectual disabilities.. In 1989, the question of whether individuals with intellectual disabilities could be executed was brought before the Supreme Court in Penry v. Lynaugh (1989). The Court decided that although intellectual disability is a factor that may lessen a defendants culpability for a capital offense, the Eighth Amendment did not preclude the execution of a person based on his or her intellectual disability alone. The Court also decided that as long as a jury or judge was able to consider a defendants intellectual disability when imposing sentence, the determination of whether death is the appropriate punishment could be made on ...

Read about the typical characteristics, identification process and education of students with mild intellectual disabilities, or mental retardation.

Background Workforce inclusion is an important political goal in many countries. However, nearly 70% of Norwegians registered with mild intellectual disabilities (IDs) are not registered employed or attending in day care centres. This study investigates the association between age, gender, functional level and hospital admissions with employment or attendance in public financed, community‐based day care centres for adults with mild IDs in Norway. Method This study is based on data from a linkage of the national population‐based registries from 2013 to 2015: Statistics Norway (SSB), the Norwegian Information System for the Nursing and Care Sector (IPLOS) and the Norwegian Patient Registry (NPR). The sample consisted of 2370 adults registered with a mild ID, receiving disability pension in Norway, aged 18-67 years. Binary and multinomial logistic analyses, adjusted for age, gender, functional level and hospital admissions, were performed. Results In 2015, 45.7% and 19.6% of the samples aged ...

PARIS: Athletes with intellectual disabilities are competing at the Paralympics for the first time in 12 years, after an embarrassing scandal involving Spains basketball team.. Three sports at the Games in the British capital are open to intellectual disability (ID) athletes -- athletics, swimming and table tennis -- following the introduction of stricter criteria for participation.. The categories were dropped for the last two Games in Athens and Beijing after 10 members of the gold-winning Spanish basketball team in Sydney in 2000 were told to hand back their medals because several players had no intellectual disability.. A journalist who played for the side claimed afterwards that at least 15 of the 200-strong Spanish (Paralympics) team had no physical or mental handicap and that many participating countries had also selected non-disabled athletes.. From: channelnewsasia.com, 24 August 2012 0907. Read more.... ...

The goal of Think College at the Institute for Community Inclusion at the University of Massachusetts Boston is to support the creation of authentic, inclusive college experiences that lead not only to academic and social growth, but also integrated competitive employment outcomes for youth with intellectual disability. Students with intellectual disability who go to college are 26% more likely to leave vocational rehabilitation services with a paid job and earn a 73% higher weekly income. There are now over 260 colleges and universities that have opened their doors to students with intellectual disability.. As more students with intellectual disability express their desire to go continue their education, more colleges respond by creating opportunities for learning. Teachers need to learn about these opportunities so that they curb the low expectations that are too often placed upon children with intellectual disability. Families need to know about these options so that they can make help ...

BACKGROUND: People with intellectual disabilities have a high risk of osteoporosis and fractures, which could partly be as a result of vitamin D deficiency. AIMS: To compare the serum vitamin D (25(OH)D) levels of 155 patients with intellectual disabilities under psychiatric care and 192 controls, investigate potential risk factors for vitamin D deficiency in people with intellectual disabilities and assess available treatments. METHOD: Cross-sectional observational study followed by treatment evaluation. Results Almost twice as many patients with intellectual disabilities had vitamin D deficiency (25(OH)D |50 nmol/l) compared with controls (77.3% v. 39.6%, P|0.0001). In the intellectual disabilities group, winter season (P|0.0001), dark skin pigmentation (P|0.0001), impaired mobility (P = 0.002) and obesity (P = 0.001) were independently associated with lower serum 25(OH)D. In most patients, 800 IU colecalciferol daily normalised 25(OH)D levels. CONCLUSIONS: Vitamin D deficiency is highly prevalent in

problems in mental retardation. American Journal on Mental Retardation 2000;105(3):165-188. 2. Cooper SA. Epidemiology of psychiatric disorders in elderly compared with younger adults with learning disabilities. British Journ. of Psych. 1997;170:375-380. 3. Fraser WI, Leudar I, Gray J, Campbell I. Psychiatric and behavior disturbance in mental handicap. J. Ment. Defic. Res. 1986;30:49-57. 4. Eaton LF, Menolascino FJ. Psychiatric disorders in the mentally retarded: types, problems, and challenges. Am. J. Psych. 1982;139:1297-1303. 5. Barron J, Sandman CA. Paradoxical excitement to sedative-hypnotics in mentally retarded clients. American Journal on Mental Deficiency 1985;90(2):124-129. 6. Reiss S, Aman MG. The international consensus process on psychopharmacology and intellectual disability. Journal of Intellectual Disability Research 1997; 41(6):448-455. 7. Kaplan HI, Sadock BJ, eds. Comprehensive Textbook of Psychiatry/V, Baltimore: Williams 8. Santosh PJ, Baird G. Psychopharmacotherapy in ...

Many individuals with intellectual disability will at some time in their lives engage in problem behaviors that may place them and others at risk, and reduce their opportunities for healthy psychosocial functioning. These behaviors may reach severe proportions in both intensity and frequency, necessitating intervention. Both psychiatrists and behaviorists are often approached regarding negative behaviors in intellectual disability, and each discipline offers key tools in behavioral assessment and resolution. We believe that the coordinated effort of these two disciplines affords the most comprehensive and efficacious method of assessing, understanding and treating a wide range of problem behaviors and associated psychiatric pathology in individuals with various forms of intellectual disability. This paper briefly reviews the background of problem behaviors in intellectual disability and treatment of such disturbances through separate psychiatric and applied behavioral modalities, followed by the ...

Intelligence refers to general mental capability and involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly, and learn from experience.. Studies show that somewhere between one (1) percent and three (3) percent of Americans have intellectual disabilities. There are many causes of intellectual disabilities, factors include physical, genetic and/or social.. The most common syndromes associated with intellectual disabilities are autism, Down syndrome, Fragile X syndrome and Fetal Alcohol Spectrum Disorder (FASD).. Common causes occur from genetic conditions (Down syndrome and Fragile X syndrome are examples), problems during pregnancy (a pregnancy of the mother who drinks alcohol while pregnant can result in FASD), problems at the time of birth, health problems such as whooping cough, measles or meningitis and exposure to environmental toxins like lead or mercury.. The impact of having an intellectual disability varies considerably, just as ...

MalaCards based summary : Congenital Muscular Dystrophy Without Intellectual Disability, also known as congenital muscular dystrophy-dystroglycanopathy without intellectual disability, is related to congenital muscular dystrophy due to dystroglycanopathy and congenital muscular dystrophy with intellectual disability. An important gene associated with Congenital Muscular Dystrophy Without Intellectual Disability is CRPPA (CDP-L-Ribitol Pyrophosphorylase A), and among its related pathways/superpathways is Mannose type O-glycan biosynthesis. Affiliated tissues include skeletal muscle, eye and brain, and related phenotypes are congenital muscular dystrophy and neonatal hypotonia ...

TY - JOUR. T1 - First report of mosaic trisomy 12 in a liveborn individual. AU - Patil, S. R.. AU - Bosch, E. P.. AU - Hanson, J. W.. PY - 1983. Y1 - 1983. N2 - Trisomy 12 mosaicism was found in a 36-year-old woman with minor abnormalities, neuromuscular abnormalities, and moderate mental retardation. Trisomy 12 was present in 13% of the lymphocytes but not in skin fibroblasts. Previous reports of dup (12p) and dup(12q) are reviewed. To our knowledge this is the first report of a complete trisomy 12 in a liveborn individual.. AB - Trisomy 12 mosaicism was found in a 36-year-old woman with minor abnormalities, neuromuscular abnormalities, and moderate mental retardation. Trisomy 12 was present in 13% of the lymphocytes but not in skin fibroblasts. Previous reports of dup (12p) and dup(12q) are reviewed. To our knowledge this is the first report of a complete trisomy 12 in a liveborn individual.. UR - http://www.scopus.com/inward/record.url?scp=0020574234&partnerID=8YFLogxK. UR - ...

Research on aggression over the past two decades has focused on gene-environment interaction models to explain the relative contribution of each to this behavioral phenotype in various clinical populations. Recent investigations suggest a link between aggression in people with intellectual disabilities the functionality of the serotonin transporter. The aims in this study were to examine the possible association of the STin2 and/or the 5-HTTLPR serotonin transporter polymorphisms in adult males with and without intellectual disabilities, and to examine the association of these polymorphisms with aggression in people with intellectual disabilities. DNA samples and behavioral records were obtained from adult males with intellectual disabilities, distinguished only by the presence or absence of aggression. No association was found between either transporter polymorphism for aggression. However, the long 5-HTTLPR allele, and not the short allele or the heterozygous state, was associated with the ...

Even though I do not see enough evidence to support the notion of autistic disorder + ID as a specific subtype (I think new research might establish this subtype in the future), I do agree with you that the reality of autistics with intellectual disabilities should not be overlooked. I, for one, do not think it matters whether you see these conditions as distinct or belonging together as one condition, in that no matter what we still have to acknowledge that there are quite a few autistics with intellectual disabilities, and they have different needs from people with either intellectual disability or autism alone. I think the autistic advocacy movement should not exclude people with intellectual disability from its focus, simply because there is no reason to separate out a persons different disabilities. However, can you actually point me to any official opinion from an autistic advocacy organization or its representative that excludes autistics with ID from the scope of autistic advocacy ...

TY - JOUR. T1 - Adults with intellectual disabilities experience shame that leads to psychological distress and mental illness that requires assessment and treatment. AU - Brown, Michael. AU - Marsh, Lynne. PY - 2018/5/15. Y1 - 2018/5/15. N2 - Adults with intellectual disabilities experience shame contributing to the development and maintenance of psychological distress and mental health problems which clinicians need to screen for during assessment and provide treatment and support. This literature review developed the understanding of the shaming experiences from the perspective of adults with intellectual disabilities and sets out areas for further research, such as identifying the factors that contribute to shame and interventions and supports that may help. AB - Adults with intellectual disabilities experience shame contributing to the development and maintenance of psychological distress and mental health problems which clinicians need to screen for during assessment and provide treatment ...

The Supreme Court issued a 6-3 ruling in the case Moore v. Texas, reversing the death sentence of Bobby Moore. Moore was convicted of killing a store clerk as part of a botched robbery and was sentenced to death. He challenged the sentence on the grounds of intellectual disability. The Texas Court of Criminal Appeals (CCA) ruled that he did not meet its criteria for intellectual disability under the criteria it established in a previous case, Ex Parte Briseno. The Briseno factors are not based on any clinical standards, but rather stereotypes derived in part from the character of Lennie in John Steinbecks Of Mice and Men. Using these standards, the Texas CCA ruled that Moores ability to live on the streets, mow lawns, and play pool for money precluded a finding of intellectual disability. The Supreme Court reversed and remanded the death sentence, ruling that a state must base its standards for determining intellectual disability on the medical communitys diagnostic framework. For more ...

Section 1: Literature Review Page 1 This literature review considers the existing research on empathy and theory of mind in offenders with intellectual disabilities, beginning with definition of the terms and discussion of the importance of considering empathy in terms of its components. Due to a lack of research specific to this area, the review summarises and brings together findings from the separate fields of empathy and theory of mind in offenders and empathy and theory of mind in people with intellectual disabilities .. Existing findings are inconclusive, leaving uncertainty about whether offenders are more or less skilled than non-offenders in these areas and further research is therefore necessary. Section 2: Research Report Page 41 A quantitative comparison IS carried out between a group of offenders with intellectual disabilities and a group of non-offenders with intellectual disabilities. on measures of empathy and theory of mind. Offenders performed significantly better than ...

The purpose of this study was to identify the effectiveness of cooperative learning in improving mathematical concepts among students with mild intellectual dis

For adolescent people with ID, falls are more common compared to peers without ID. However, postural balance among this group is not thoroughly investigated. The aim of this study was to compare balance and muscle performance among adolescents aged between 16 and 20 years with a mild to moderate intellectual disability (ID) to age-matched adolescents without ID. A secondary purpose was to investigate the influence of vision, strength, height and Body Mass Index (BMI) on balance. A group of 100 adolescents with ID and a control group of 155 adolescents without ID were investigated with five balance tests and three strength tests: timed up and go test, one leg stance, dynamic one leg stance, modified functional reach test, force platform test, counter movement jump, sit-ups, and Biering-Sørensen trunk extensor endurance test. The results showed that adolescents with an ID in general had significantly lower scores in the balance and muscle performance tests. The group with ID did not have a more ...

This chapter looks at the implications of how a good life has been represented in Western societies for those with intellectual disabilities. It explores the ways in which peoples views of a good life seem to exclude some groups of people from the possibility of living one. The chapter investigates the way in which some groups are identified within society as outside the parameters of achieving the good life. It concludes that efforts to make good lives through policy and practice are actually limited by the ways the very concept of a good life has been conceived in societies and by the ways people who have intellectual disability are seen by others. ...

DOWN SYNDROME LESSON. Directions:. Print the Down Syndrome reading comprehension passage and questions (see below).. Students should read the passage silently, then answer the questions. Teachers may also use the text as part of a classroom lesson plan.. Lesson Excerpt. Down Syndrome, also known as trisomy 21, is a genetic disorder. The cause of this disorder is an extra 21st chromosome. People with Downs Syndrome are characterized by their differences in facial appearance, body structure, IQ, and physical growth.. There are many physical features common to people with Down Syndrome. Arms and legs are shorter, eyes are almond shaped, muscle tone is poor, the tongue protrudes, and one or both palms have a single crease (instead of a double crease). The IQ of individuals with Down Syndrome is typically lower than average. They are frequently diagnosed with Mild to Moderate Mental Retardation. A small number of these individuals have Severe to Profound Mental Retardation. Continued.... ...

Intellectual disability - ranging from what is more commonly described as mental retardation to learning difficulties - is a socially constructed phenomenon that varies in important respects cross-culturally. This collection of original essays examines the classification of people as competent and incompetent in the United States, England, Wales, Greece, Greenland, Uganda, and Belize. The contributors, anthropologists and sociologists, argue that it is time for a new understanding of intellectual disability. In contrast to medical and psychological models, a social model of intellectual disability emphasises the cultural and individual variability of incompetence, the intimate relationship between cultural categories of competence and incompetence, and the role of social interaction and networks in its social construction. This book Is an original contribution to ongoing theoretical and policy debates about disability. ...

10 Units. This course focuses on the clinical psychology of older adults and of those with intellectual disability. The first module will offer a general introduction to mental health and ageing. It will also cover the role of the Clinical Psychologist in cognitive capacity assessment, as well as the management of behavioural disturbance associated with disorders of ageing such as dementia. The second module will offer a general introduction to disability with a particular focus on mental health in intellectual disability. It will also cover the definition, aetiology and assessment of intellectual disability, service provision and psychological interventions for individuals and their carers.. ...

Publisher: The Haworth Pastoral Press Editors: William C. Gaventa, Jr., MDiv, David L. Coulter, MD Format: Book, 182 pp. Spirituality and Intellectual Disability: International Perspectives on the Effect of Culture and Religion on Healing Body, Mind , and Soul was co-published as an issue of the Journal of Religion, Disability & Health (Volume 5, Numbers 2/3 2001). It includes a collection of articles on spirituality, religion, and people with intellectual disabilities which came from presentations at the 2000 Conference of the the International Association for the Scientific Study of Intellectual Disabilities (IASSID).

Psychiatry of Intellectual Disability. A Practical Manual ( Gillig Paulette Marie ). серия: John Wiley & Sons Limited Patients with intellectual disability (ID) can benefit from the full range of mental health services. To ensure that psychiatric assessment, diagnosis and treatment interventions are relevant and effective; individuals with ID should be evaluated and treated within the context of their developmental framework. Behavior should be viewed as a form of communication. Individuals with ID often present with behavioral symptoms complicated by limited expressive language skills and undiagnosed medical conditions. Many training programs do not include focused study of individuals with ID, despite the fact that patients with ID will be seen by virtually every mental health practitioner. In this book, the authors present a framework for competent assessment and treatment of psychiatric disorders in individuals with ID. Psychiatry of Intellectual Disability is a resource guide for

Purpose: Clozapine is a well-known antipsychotic medication licensed for treatment-resistant schizophrenia, but there is limited research available to suggest its efficacy in the context of personality disorder and intellectual disabilities presenting with high-risk behaviour with or without psychotic symptoms. The purpose of this paper is to raise awareness of the benefits of using clozapine in patients with intellectual disabilities and personality disorder that present with a complex picture of serious risk of harm to both their life and the lives of others. Design/methodology/approach: The authors present five patients with intellectual disabilities and serious life-threatening challenging behaviour whom were started on clozapine as part of their multidisciplinary treatment plan to manage their presentation. The authors completed baseline assessment of five main symptom domains and then repeated this assessment following treatment with clozapine. Findings: In all five cases use of clozapine ...

Background A health service in an English city was concerned about its support to families with adults with intellectual disabilities and challenging behaviour. Methods Semi-structured interviews were conducted with seven minority ethnic and seven majority ethnic family members to explore perceptions of challenging behaviour, support and the impact of the person on the family. These were analysed using interpretative phenomenological analysis. Results Four themes emerged: (i) A broad range of difficulties with the adult with intellectual disabilities. (ii) Varied relationships with local communities in acceptance and support. (iii) Varied but largely negative relationships with services. (iv) Varied relationships with the person with intellectual disabilities, from highly dependent relationships with negative consequences to more fulfilling relationships. Families from minority ethnic communities were more likely to report negative experiences. Conclusions Challenging behaviour services need ...

The number of students with intellectual disabilities who continue studying past compulsory education in Malta is abysmal. This has spurred the choice of my research which aims to identify the factors that affect this phenomenon. This study uses first-hand accounts by individuals with intellectual disabilities on their experience of further education (FE) in Malta and attempts to highlight the associated benefits and barriers experienced.. The results of this study have shown that although factors affecting FE inclusion in Malta are varied, the participants of the study focused primarily on the negative barriers arising from past school experience. The level of bullying and isolation experienced in mainstream school environments is considered a predominant factor in the choice of not pursuing FE. Another emerging factor is the lack of choice for students with intellectual disabilities to stand by their own wishes including the choice of whether or not to enter FE. This is considered to be due to ...

Four sibs of non-consanguineous parents who had myotonia from late infancy are described. Mild to moderate mental retardation, severe bone abnormalities of the vertebral column (mainly in the thoracolumbar region), and short stature were also observed. Autosomal recessive inheritance is demonstrated. These cases are compared with reported cases of the Schwartz-Jampel syndrome.. ...

MN1 C-terminal truncation (MCTT) syndrome is a condition characterized by intellectual disability, developmental delay, distinctive facial features, and brain abnormalities.Most people with MCTT syndrome have mild to moderate intellectual disability. Explore symptoms, inheritance, genetics of this condition.

Cant think logically. The Homeopathic solution of pharmaceutical is profoundly protected and successful in treating maladies influencing kids, including Intellectual Disability. Homeopathic meds for Intellectual Disability are regular and thusly, free from any kind of reactions.. Role of Homeopathy in mental retardedness. Homeopathy is the only way through which a complete health can be regained as it is based on holistic system of medicine and the medicines are selected on the theory of individualization. Homeopathic medicines act on the intellectual part and thus can enhance the intelligence of the children.. According to Dr Choudhary best homeopathic results are achieved in mild to moderate cases of mental retardness and child can get almost normal. In severe cases homeopathy acts as supportive. Improvement starts within one or two months though for best results one has to wait for long time.. ...

This chapter examines the variability of parents reactions to rearing children with intellectual and other developmental disabilities (IDD) in order to provide tentative conclusions regarding the factors that influence it. The intent is to update the review of published research, concentrating on the years since 1997 to avoid duplication with the 1998 reviews of Minnes and Shapiro et al. It highlights research with children with intellectual disability (ID), although evidence from studies of children with other developmental disabilities is included when it is conceptually and scientifically relevant. The chapter focuses on parental emotional responses and parent and family well-being, attending to positive emotions such as feelings of satisfaction, reward, pride, and happiness, as well as negative emotions such as depression, pessimism, anxiety, and anger. ...

Students with intellectual disabilities are attending college - and living in the dorms - in the first program of its kind in Minnesota.

Julie P. Gentile, M.D. (jen-TILL-ee) is Associate Professor of Psychiatry at the Boonshoft School of Medicine, Wright State University, Dayton, Ohio and the Project Director for Ohios Coordinating Center of Excellence in Mental Illness/Intellectual Disability. She has been the Professor of Dual Diagnosis for the Ohio Department of Mental Health, the Ohio Department of Developmental Disability, and the Ohio Developmental Disabilities Council since 2003 and has evaluated more than 2,000 individuals with co-occurring mental illness and intellectual disability. She is the recipient of the American Psychiatric Associations Frank J. Menolascino Award for Excellence in Psychiatric Services for Developmental Disabilities, the Excellence in Contributions to Clinical Practice Award from the National Association for the Dually Diagnosed, and a member of Alpha Omega Alpha Medical Honor Society. She is the recipient of numerous teaching awards and has been awarded more than $3,000,000 in grants and ...

This thesis focuses on service utilisation among children with mild ID and their families, their needs for support and their experiences of support.. Aims. The overall aim of the thesis was to explore and describe service utilisation patterns among families of children with mild ID from a systems perspective.. Methods. A cross-sectional, descriptive and comparative quantitative design was used to describe the extent of service utilisation among 84 children with mild ID and their families (paper I and II). The types and number of services utilised were investigated in relation to the childs age, gender and school setting. Data concerning the services utilised were collected from the organisational records of social services and paediatric habilitation units. In paper III, a descriptive questionnaire design was used to describe the support needs of families of 38 children with mild ID. A confirmatory design was used to examine the relation between family needs for support and (a) parental ...

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ALL HDSB SCHOOLS ARE CLOSED UNTIL SEPTEMBER 2020, AS PER THE DIRECTION OF THE MINISTRY OF EDUCATION. VISIT HDSB.CA FOR MORE INFORMATION. ...

A single of the 1st words my students learned this year was metacognition or pondering about your considering. I generally teach critical pondering strategies

Down syndrome, also known as trisomy 21, is a genetic disorder caused by the somatic aneuploidy of chromosome 21. It is typically associated with delayed physical growth, characteristic facial appearance, and mild to moderate intellectual disability. Down syndrome is the most common somatic aneuploidy in humans occurs in 1 out of 700 live births in all ethnic groups. Here we present a brief introduction to the common knowledge of Down syndrome. - Down Syndrome - AbVideo™ - Support - Abnova

Affected individuals usually have delayed development of speech and language by age 2. Most males with fragile X syndrome have mild to moderate intellectual disability, while about one-third of affected females are intellectually disabled. Children with fragile X syndrome may also have anxiety and hyperactive behavior such as fidgeting or impulsive actions. They may have attention deficit disorder (ADD), which includes an impaired ability to maintain attention and difficulty focusing on specific tasks. About one-third of individuals with fragile X syndrome have features of autism spectrum disorders that affect communication and social interaction. Fragile X syndrome is inherited in an X-linked dominant pattern. ...

Down syndrome (DS or DNS), also known as trisomy 21, is a genetic disorder caused by the presence of all or part of a third copy of chromosome 21.[2] It is typically associated with physical growth delays, mild to moderate intellectual disability, and characteristic facial features.[1] The average IQ of a young adult with Down syndrome is 50, equivalent to the mental ability of an 8- or 9-year-old child, but this can vary widely.[8] The parents of the affected individual are typically genetically normal.[12] The probability increases from less than 0.1% in 20-year-old mothers to 3% in those of age 45.[3] The extra chromosome is believed to occur by chance, with no known behavioral activity or environmental factor that changes the probability.[13] Down syndrome can be identified during pregnancy by prenatal screening followed by diagnostic testing or after birth by direct observation and genetic testing.[5] Since the introduction of screening, pregnancies with the diagnosis are often ...

Objective: To determine whether children with attention deficit hyperactivity disorder (ADHD) and mild intellectual disability (ID) are a clinically distinct ADHD subgroup. Study design: This was a cross-sectional study comparing clinical characteristics (ADHD subtypes, total number of symptoms, and rates of common comorbidities) between children with ADHD and mild ID and those with ADHD and IQ test scores ,70, and also between children with ADHD and ID and a general population sample of children with ID alone. The sample comprised a clinical sample of children with ADHD with ID (n = 97) and without ID (n = 874) and a general population sample of children with ID and without ADHD (n = 58). Results: After correcting for multiple statistical tests, no differences were found between the 2 ADHD groups on any measure except the presence of conduct disorder (CD) symptoms and diagnoses. Children with ADHD and ID had higher rates of both (OR, 2.38; 95% CI, 1.71-3.32 and OR, 2.69; 95% CI, 1.69-4.28, ...

Disease: (OMIM: 608396 613410) Note=A chromosomal aberration involving SLC9A9 has been found in a family with early-onset behavioral/developmental disorder with features of attention deficit-hyperactivity disorder and intellectual disability. Inversion inv(3)(p14:q21). The inversion disrupts DOCK3 and SLC9A9; Defects in SLC9A9 are a cause of susceptibility to autism type 16 (AUTS16) [MIM:613410]. Autism is a complex multifactorial, pervasive developmental disorder characterized by impairments in reciprocal social interaction and communication, restricted and stereotyped patterns of interests and activities, and the presence of developmental abnormalities by 3 years of age. Most individuals with autism also manifest moderate mental retardation. AUTS16 can be associated with epilepsy ...

When the world began to lock down and homes and workplaces entered into a time of quarantine - one of the first concerns of Group Home Manager Heidi Heyse, was how this would affect the routine and lifestyle of her residents. One in particular weighed heavy on her mind - how would Jeremy react to a lot of change and the unknown that was ahead? Jeremy has moderate intellectual disabilities, intermittent explosive disorder and obsessive compulsive disorder - schedules and routines are everything to him. But because of you Jeremy was not alone - his home was full of dedicated staff who could reassure him at every turn and in greeting each new day.. HumanKinds group home residents have not been spared from the effects of the coronavirus pandemic. Most of the challenges have been magnified in a home of individuals with developmental disabilities who are all considered high risk. Jeremy and his housemates have really struggled to understand why they couldnt go to day support, to their jobs, to the ...

After 133 years of operation, the 2009 closure of Ontarios government-run institutions for people with intellectual disabilities has allowed accounts of those affected to emerge. In Broken, Madeline Burghardt draws from narratives of institutional survivors, their siblings, and their parents to examine the far-reaching consequences of institutionalization due to intellectual difference. Beginning with a thorough history of the rise of institutions as a system to manage difference, Broken provides an overview of the development of institutions in Ontario and examines the socio-political conditions leading to families decisions to institutionalize their children. Through this exploration, other themes emerge, including the historical and arbitrary construction of intellectual disability and the resulting segregation of those considered a threat to the well-being of the family and the populace; the overlap between institutionalization and the workings of capitalism; and contemporaneous practices ...

Explore our Students with Disabilities Lesson Plans, Classroom Activities and Teacher Resources Education should be accessible to all students. lesson Disabilities Rights Movement and Visually Impaired Chronic Health Impairments This lesson plan for 1st or 2nd grade titled Dealing with Welcome to the lesson center for disability awareness class activity lesson plans. Chronic Illness and Disability Here is an excellent and well-developed lesson intended to promote choice-making skills for learners with visual impairment and intellectual disabilities. Students with intellectual disabilities have unique characteristics and special needs. Adaptations and Modifications for Students with Special Needs These resources detail easy modifications to incorporate in your curriculum for students with special needs. Program, Differentiated Instruction for an Inclusive Classroom: Language Arts, Can I Play Too? grow up with chronic medical problems, from the perspective of the Teachers should plan carefully ...