Toward a Research Agenda on the Impact of Dementia upon Carers of Adults with Intellectual Disability

Matthew P. JANICKI1,
Nancy S. JOKENIN2,
Christina MARSACK-TOPOLEWSKI3,
Seth M. KELLER4
1University of Illinois at Chicago, USA
2University of Northern British Columbia,
Prince George, BC, Canada
3 Eastern Michigan University, Ypsilanti, MI USA
4 American Academy of Developmental Medicine
and Dentisty, Lumberton, NJ, USA
E-mail: mjanicki@uic.edu
Received: 25-June-2019
Revised: 12-July-2019
Accepted: 15-July-2019
Online first: 17-July-2019

Abstract

The World Health Organization’s report, Dementia: A Public Health Priority, noted that the number of people affected by dementia will continue to increase and called for nations to address the impact of dementia upon their populations. This included considering the impact on carers providing for adults with intellectual disability affected by Alzheimer’s disease and related dementias. Within the context of the USA’s dementia plan, a national group has advocated that the needs and interests of adults with dementia and their carers be taken into account when dementia-related research is undertaken. In preparation for the second national summit on caregiving and dementia to be held in the USA in 2020, this article describes an effort undertaken by this national group to identify needed research related to carers of adults with intellectual disability. The group identified three focal areas for the summit to consider: the effect of behavioral and psychological symptoms of dementia on carers, challenges for carers of adults with intellectual disability when dementia becomes evident, and barriers that carers face when accessing supports. A list of recommended topics to be researched is provided.

Key words: Alzheimer’s disease, carers, dementia, Down syndrome, intellectual disability, national plans

Citation: Janicki, M.P., Jokenin, N.S., Marsack Topolewski, C., Keller, S.M. Toward a Research Agenda on the Impact of Dementia upon Carers of Adults with Intellectual Disability. Journal for ReAttach Therapy and Developmental Diversities https://doi.org/10.26407/2019jrtdd.1.18

Full Text Article Ahead of Print

#JRTDD into #OpenDOAR

Dear colleagues,

JRTDD has new indexing into OpenDOAR.

OpenDOAR is the quality-assured global directory of academic open access repositories. It enables the identification, browsing and search for repositories, based on a range of features, such as location, software or type of material held.

Tools and support enable both repository administrators and service providers to share best practice and improve the quality of the repository infrastructure.

OpenDOAR has opted to collect and provide information solely on sites that wholly embrace the concept of open access to full text resources that are of use to academic researchers. Thus sites where any form of access control prevents immediate access are not included: likewise sites that consist of metadata records only are also declined.

Source: http://v2.sherpa.ac.uk/

#JRTDD into JURN

Dear readers,

#JRTDD is now indexed into JURN.

JURN is a unique search tool, helping you to find free academic articles and books. JURN harnesses all the power of Google, but focusses your search through a hand-crafted and curated index. Established in 2009 to comprehensively cover the arts and humanities, in 2014 JURN expanded in scope. JURN now also covers selected university full-text repositories and many additional ejournals in science, biomedical, business and law. In 2015/6 JURN expanded again, adding over 600 ejournals on aspects of the natural world.

JRTDD Editor-in-chief

 

How satisfaction and self-efficacy for inclusive education matter for Swedish special educators’ assessment practices of students with intellectual disability

Monica REICHENBERG1,
Kent LOFGREN2

1Department of Education and special education,
The University of Gothenburg, Sweden
2Department of Education, Umea University, Sweden
E-mail: monica.reichenberg@ped.gu.se
Received: 28-April-2019
Revised: 11-June-2019
Accepted: 24June-2019
Online first: 26-June-2019

Abstract

Introduction:Assessment of learning outcomes is integral to both mainstream and special needs comprehensive schools for students with intellectual disabilities (ID). However, assessment of students with ID poses a challenge both to special educators and their cooperation with mainstream teachers in cases of fully included students with ID with an individualised curriculum.

Objectives: We describe and predict the type of assessment practices Swedish special educators in special needs comprehensive schools use for assessment of students with ID.

Methods: Swedish special educators (n = 148) were recruited using a non-random sample. To analyse our data, we used the item response model. In addition, we analysed special educators’ expected satisfaction with assessments using linear regression and logistic regression.

Results: The study suggests that special educators had the greatest difficulty conducting multiple choice and written assessments. Moreover, the study suggests that satisfaction with assessment and self-efficacy for inclusion matters for predicting types of assessment practice. In addition, the study reports an interaction between job satisfaction for moderately experienced special educators that predicts both types of assessment practice and the special educators’ satisfaction with assessment.

Conclusion: We demonstrate how assessment satisfaction, self-efficacy, job satisfaction, and experience matter for special educators’ assessment of students with ID.

Key words:special educators, intellectual disability, assessment, satisfaction, self-efficacy

Citation: Reichenberg, M., Lofgren, M. How satisfaction and self-efficacy for inclusive education matter for Swedish special educators’ assessment practices of students with intellectual disability. Journal for ReAttach Therapy and Developmental Diversities. https://doi.org/10.26407/2019jrtdd.1.17

Full Text Article Ahead of Print

#JRTDD into ResearchGate

Dear colleagues,

It is my pleasure to announce that #JRTDD articles are included into very popular ResearchGate network. With this they become more visible to the scientific community.

ResearchGate is a social networking site for scientists and researchers to share papers, ask and answer questions, and find collaborators. According to a study by Nature and an article in Times Higher Education, it is the largest academic social network in terms of active users, although other services have more registered users and more recent data suggests that almost as many academics have Google Scholar profiles.

While reading articles does not require registration, people who wish to become site members need to have an email address at a recognized institution or to be manually confirmed as a published researcher in order to sign up for an account. Members of the site each have a user profile and can upload research output including papers, data, chapters, negative results, patents, research proposals, methods, presentations, and software source code. Users may also follow the activities of other users and engage in discussions with them. Users are also able to block interactions with other users.

Source: Wikipedia

JRTDD Editor-in-chief