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

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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

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SEXUAL HEALTH ISSUES IN WOMEN WITH INTELLECTUAL DISABILITIES PRELIMINARY ANALYSIS OF THE PROBLEM

Monica PARCHOMIUK
Univeristy of Maria Curie-Sklodowska in
Lublin, Poland
E-mail: mparchomiuk@o2.pl
Received: 06-September-2018
Revised: 30-September-2018
Accepted: 05-October-2018
Online first 06-October-2018

Abstract

Introduction: Women with intellectual disability have a low level of competencies that would allow them to better manage their sexuality; consequently, they have a low level of control over their own health.

Objectives: The article describes the results of author’s own research into selected aspects of sexual health of women with intellectual disability (ID). The focus has been on issues such as menstruation, health and gynecological care, pharmacologization, contraception, STDs, and menopause.

Methods: The research was conducted with 11 women using structured interviews.

Results: Results suggest that these women have a low level of competencies to manage and control health problems in an optimal way. Their behavior is determined by people from their living environment to a large extent. Women with ID report various abnormalities in the course of developmental phenomena and in their own health, indicating potentially serious diseases and disorders.

Conclusion:Women with intellectual disability require lifelong support in meeting their health needs. Such support should be provided by institutions of care, health and social assistance.

Key words: sexual health, intellectual disability, gynecological care, contraception, STD

Citation: Parchomiuk, M. Sexual Health Issues in Women with Intellectual Disabilities Preliminary Analysis of the Problem. Journal for ReAttach Therapy and Developmental Diversities. https://doi.org/10.26407/2018jrtdd.1.9

Copyright ©2018 Parchomiuk, M. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0)

Corresponding address:
Monika PARCHOMIUK
Faculty of Pedagogy and Psychology,
Univeristy of Maria Curie-Sklodowska in Lublin, Narutowicza
E-mail: mparchomiuk@o2.pl

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