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1 – 10 of over 2000The study aims to qualitatively analyze how faculty can mobilize the intellectual capital of higher education institutions (HEIs), comprising human, structural and relational…
Abstract
Purpose
The study aims to qualitatively analyze how faculty can mobilize the intellectual capital of higher education institutions (HEIs), comprising human, structural and relational capital to enable the education and learning of individuals with intellectual and developmental disabilities.
Design/methodology/approach
Drawing upon the extant literature, the researcher conducted a qualitative study through written, in-depth interviews with a sample of 40 academic staff/faculty members having prior experience in teaching individuals with intellectual and developmental disabilities. The data was collected through a set of questions formulated as key questions, to be asked to all participants for their responses.
Findings
Results of the analysis demonstrated that intellectual capital’s contribution to higher education of individuals with intellectual and developmental disabilities can be best understood in terms of its three components/dimensions. Accordingly, three main themes, with each comprising two sub-themes were uncovered. The first theme, leveraging human capital comprised: faculty acumen and faculty training as sub-themes; the second theme, resourcing structural capital comprised: tangible and intangible structural capital as sub-themes; and the third theme, nurturing relational capital comprised: in-class engagement and the second is ex-class connection as sub-themes.
Originality/value
The paper collects data from 40 faculty having prior experience in teaching individuals with intellectual and developmental disabilities to explore and reveal a completely new perspective of looking at intellectual capital as a means of providing accessible and inclusive higher education to differently-abled students, making them a part of the mainstream.
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This paper examines how developmental risk factors associated with depression in typically developing adolescents may interact with the particular life experience of adolescents…
Abstract
This paper examines how developmental risk factors associated with depression in typically developing adolescents may interact with the particular life experience of adolescents with intellectual disabilities and influence vulnerability to depression. We suggest that a consideration of developmental factors and their interaction with the person's social environment may offer a possible framework for prevention and early intervention with adolescents with intellectual disabilities.
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Hagai Katz and Uzi Sasson
Many social services today are provided through solutions that require interaction between nonprofits and business. The purpose of this study is to examine the nature of the…
Abstract
Purpose
Many social services today are provided through solutions that require interaction between nonprofits and business. The purpose of this study is to examine the nature of the relationship between the different players in such mixed markets. One such market is workforce integration programs for persons with disabilities. The authors studied the relationships and interactions between collaborating nonprofits and business firms within the context of actor–network theory (ANT) by examining the process of workforce integration.
Design/methodology/approach
The study included in-depth interviews and questionnaires with 47 managers of employers that were hiring persons with intellectual and developmental disabilities, as well as in-depth interviews with ten senior managers in five nonprofit organizations involved in work integration of persons with intellectual and developmental disabilities. The interview data were analyzed using qualitative thematic analysis and content analysis.
Findings
The authors found an intricate relationship between employers and nonprofits promoting workforce integration. While it seemed that both players were involved in different and complementary aspects and phases of the integration process, the relationship revealed complicated power relations, interdependencies and imbalanced collaborative patterns, resulting in relatively symmetric relations, known as strategic bridging.
Practical implications
Business compliance with workforce integration depends on continued support by nonprofit services.
Social implications
Findings are essential for promoting workforce integration, and policies need to support the role of nonprofit services.
Originality/value
The study highlights the co-dependence between nonprofits and businesses, contrary to common views that nonprofits are dependent on businesses.
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The purpose of this paper is to consider the key themes highlighted by Collins et al., in light of the wider research evidence base on informal sources of support for families of…
Abstract
Purpose
The purpose of this paper is to consider the key themes highlighted by Collins et al., in light of the wider research evidence base on informal sources of support for families of children with intellectual and developmental disabilities.
Design/methodology/approach
This commentary reflects on the provision of informal support services for families of children with intellectual and developmental disabilities.
Findings
The wider literature highlights the key role of family support in shifting negative narratives concerning parenting a child with intellectual and developmental disabilities, the impact of austerity and COVID-19 on support provision and the importance of services working effectively in collaboration to promote self-determination for families and individuals with intellectual and developmental disabilities.
Originality/value
Continued efforts to explore how services and informal social supports might work together in an effective manner are key to improving the quality of life of parents caring for children with intellectual and developmental disabilities.
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Danielle Wallace and Elizabeth McGhee Hassrick
In this paper, the authors summarize the empirical and theoretical gaps in understanding of police contact with individuals with intellectual and/or developmental disabilities at…
Abstract
Purpose
In this paper, the authors summarize the empirical and theoretical gaps in understanding of police contact with individuals with intellectual and/or developmental disabilities at the individual, interactional, organizational and systems level and introduce the special issue papers which address these gaps. The authors close with a discussion of future directions for research in this area.
Design/methodology/approach
The authors’ objective in producing this issue was to create a platform to generate and facilitate research in this area. The authors chose papers that represented research that could “move the needle” around the understanding of policing and intellectual and/or developmental disabilities.
Findings
The papers in this special issue reflect four thematic areas: (1) the nature of interactions between the police and individuals with intellectual and/or developmental disabilities; (2) police interactions about individuals with intellectual and/or developmental disabilities with criminal justice systems, social services and mental health services, (3) experiences of the police when encountering individuals with intellectual and/or developmental disabilities and finally, (4) the experiences within police encounters of individuals with intellectual and/or developmental disabilities.
Originality/value
Research on intellectual and/or developmental disabilities is still in its infancy, particularly within the field of criminology and criminal justice. This special issue brings together innovative international research that adds critical information surrounding the nature of interactions between the police and individuals with intellectual and/or developmental disabilities, the experience for both parties during that interaction and the context of these interactions in the larger organizational ecosystem of criminal justice organizations and social service agencies.
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Marco O. Bertelli, Kerim Munir, James Harris and Luis Salvador-Carulla
The debate as to whether intellectual disability (ID) should be conceptualized as a health condition or as a disability has intensified as the revision of World Health…
Abstract
Purpose
The debate as to whether intellectual disability (ID) should be conceptualized as a health condition or as a disability has intensified as the revision of World Health Organization’s (WHO’s) International Classification of Diseases (ICD) is being finalized. Defining ID as a health condition is central to retaining it in ICD, with significant implications for health policy and access to health services. The purpose of this paper is to include some reflections on the consensus document produced by the first WHO Working Group on the Classification of MR (WHO WG-MR) and on the process that was followed to realize it. The consensus report was the basis for the development of official recommendations sent to the WHO Advisory Group for ICD-11.
Design/methodology/approach
A mixed qualitative approach was followed in a series of meetings leading to the final consensus report submitted to the WHO Advisory group. These recommendations combined prior expert knowledge with available evidence; a nominal approach was followed throughout with face-to-face conferences.
Findings
The WG recommended a synonym set (“synset”) ontological approach to the conceptualisation of this health condition underlying a clinical rationale for its diagnosis. It proposed replacing MR with Intellectual Developmental Disorders (IDD) in ICD-11, defined as “a group of developmental conditions characterized by a significant impairment of cognitive functions, which are associated with limitations of learning, adaptive behaviour and skills”. The WG further advised that IDD be included under the parent category of neurodevelopmental disorders, that current distinctions (mild, moderate, severe and profound) be continued as severity qualifiers, and that problem behaviours removed from its core classification structure and instead described as associated features.
Originality/value
Within the ID/IDD synset two different names combine distinct aspects under a single construct that describes its clinical as well as social, educational and policy utilities. The single construct incorporates IDD as a clinical meta-syndrome, and ID as its functioning and disability counterpart. IDD and ID are not synonymous or mirror concepts as they have different scientific, social and policy applications. New diagnostic criteria for IDD should be based on a developmental approach, which accounts for the complex causal factors known to impact the acquisition of specific cognitive abilities and adaptive behaviours. The paper focuses on a new clinical framework for the diagnosis of IDD that also includes and complements the existing social, educational and policy components inherent in ID.
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Elspeth Bradley, Yona Lunsky, Anna Palucka and Soula Homitidis
The purpose of this paper is to determine: the extent to which an intellectual disability diagnosis meets current diagnostic and statistical manual of mental disorders (DSM…
Abstract
Purpose
The purpose of this paper is to determine: the extent to which an intellectual disability diagnosis meets current diagnostic and statistical manual of mental disorders (DSM) diagnostic criteria; the prevalence of reported autism spectrum disorders (ASD); and the extent to which assessment of developmental issues is central to the diagnosis of psychotic disorder, in patients discharged with a diagnosis of psychotic disorder and intellectual disabilities.
Design/methodology/approach
Of all patients discharged with psychotic disorder during a four‐year period (n=3339), chart reviews were completed on those also diagnosed with intellectual disability or borderline IQ.
Findings
The findings if this paper are threefold: only 39 percent of the 41 individuals discharged with a diagnosis of psychotic disorder and intellectual disability met documented DSM criteria for intellectual disability; the prevalence of reported ASD was much lower than expected; and the average number of different discharge diagnoses per individual over time was 4.8. Schizophrenia diagnoses were made early in the diagnostic process and tended to persist even when ASD concerns were documented.
Originality/value
The results support the need to systematically assess the developmental issues of patients with intellectual disability as part of the psychiatric diagnostic formulation. Differential diagnoses of psychotic‐like behaviours seen in people with intellectual disability, and alternative frameworks for understanding these behaviours, which in turn should guide more effective interventions and treatment, are discussed.
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Elspeth Bradley and Thomas Cheetham
The paper provides a Canadian perspective on the use of psychotropic medication in the management of problem behaviours in adults with intellectual disabilities in Canada…
Abstract
The paper provides a Canadian perspective on the use of psychotropic medication in the management of problem behaviours in adults with intellectual disabilities in Canada. Psychotropic medication and intellectual disabilities were explored in the context of Canadian health and social services, clinical practices, medical training and factors that have shaped these over the past few decades. Informal physician intellectual disabilities networks and the newly formed Canadian Network of the National Coalition on Dual Diagnosis provided the opportunity to survey the use of psychotropic medication for problem behaviours across the country. Geographic, political, cultural and other influences on the development of health and social services are described, as well as training requirements for physicians. Survey responses were received from all provinces and represented clinicians in mental health multidisciplinary teams, health and social services ministry representatives, agency staff (up to executive director level) and family members of individuals with intellectual disabilities. Psychiatry and family medicine perspectives of the authors from working in Canada and the UK with people with intellectual disabilities presenting with problem behaviours are described. In Canada there are no national, provincial or territorial policies or guidelines on use of psychotropic medication for the management of such behaviours. There are no requirements for physicians prescribing these medications to have training in the care of people with intellectual disabilities. Services for people with intellectual disabilities and behaviour problems in Canada appear to be more crisis‐reactive than those in the UK.
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Afwan Abdul Wahab, Calvin Har, Sarah Casey, Hugh Ramsay, Brendan McCormack, Niamh Mulryan, Anita Ambikapathy and Anthony Kearns
The purpose of this study is to analyse the characteristics of all the referrals to the forensic MHIDD service over the past five years and to compare these characteristics to the…
Abstract
Purpose
The purpose of this study is to analyse the characteristics of all the referrals to the forensic MHIDD service over the past five years and to compare these characteristics to the cohort of service users attending the three general MHID services based in Dublin which are Service 1, Service 2 and Service 3.
Design/methodology/approach
This is a cross-sectional study of adults attending the three generic MHID services and the national forensic MHIDD service. The medical files of service users attending the MHID services were reviewed, and data such as age, gender, level of intellectual disability and psychiatric diagnoses were extracted and compiled into a database. The forensic MHIDD service has since its inception maintained a database of all referrals received and reviewed. The characteristics data needed were extracted from the forensic MHIDD database. All these data were then analysed using the Statistical Package for Social Sciences (SPSS).
Findings
The majority of the three MHID service users were in the moderate to profound range of intellectual disability, while the majority of the cases assessed by forensic MHIDD had normal IQ, borderline IQ and mild intellectual disability with 66.1%. The prevalence of neurodevelopmental disorder, schizophrenia and emotionally unstable personality disorder in the forensic MHIDD is comparable to the three MHID services. The prevalence of depression, bipolar affective disorder (BPAD), anxiety disorder and obsessive-compulsive disorder (OCD) is higher in the three MHID services than in the forensic MHIDD service.
Originality/value
The FHMIDD received referrals at a greater level of overall ability, with two-thirds of the service users having mild intellectual disability to normal IQ. The prevalence of neurodevelopmental disorder such as ASD and schizophrenia is comparable between the forensic MHIDD and the three MHID services. There is a higher prevalence of depression, BPAD, anxiety disorder and OCD in the three MHID services as compared to the forensic MHIDD service.
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It has been suggested that the emotional needs of people with intellectual disabilities have been neglected (Kroese, 1998). More recently there has been evidence of increased…
Abstract
It has been suggested that the emotional needs of people with intellectual disabilities have been neglected (Kroese, 1998). More recently there has been evidence of increased clinical and research activity in this area (Beail, 2003; Bouras & Holt, 2007; Foundation for People with Learning Disabilities, 2004). Currently much of the focus in this area is on mental ill‐health. This article will consider briefly the literature on mental ill‐health, with particular emphasis on the development of individual treatment approaches. From this discussion it will be evident that much of the research and theory in this area focuses on deficits and disadvantage. I will go on to suggest that a clinical and research focus that explores strengths and resilience will offer a more positive agenda for developing understanding of emotional well‐being and mental ill‐health in people with intellectual disabilities.