Related Research Articles
Mental disability may refer to:
Developmental disability is a diverse group of chronic conditions that are due to mental or physical impairments that arise before adulthood. Developmental disabilities cause individuals living with them many difficulties in certain areas of life, especially in "language, mobility, learning, self-help, and independent living". Developmental disabilities can be detected early on and persist throughout an individual's lifespan. Developmental disability that affects all areas of a child's development is sometimes referred to as global developmental delay.
Specific developmental disorders (SDD) was a classification of disorders characterized by delayed development in one specific area or areas. Specific developmental disorders were contrasted to pervasive developmental disorders which were characterized by delays in the development of multiple basic functions including socialization and communication.
Language disorders or language impairments are disorders that involve the processing of linguistic information. Problems that may be experienced can involve grammar, semantics (meaning), or other aspects of language. These problems may be receptive, expressive, or a combination of both. Examples include specific language impairment, better defined as developmental language disorder, or DLD, and aphasia, among others. Language disorders can affect both spoken and written language, and can also affect sign language; typically, all forms of language will be impaired.
Deinstitutionalisation is the process of replacing long-stay psychiatric hospitals with less isolated community mental health services for those diagnosed with a mental disorder or developmental disability. In the late 20th century, it led to the closure of many psychiatric hospitals, as patients were increasingly cared for at home, in halfway houses and clinics, in regular hospitals, or not at all.
The American Association on Intellectual and Developmental Disabilities (AAIDD) is an American non-profit professional organization concerned with intellectual disability and related developmental disabilities. AAIDD has members in the United States and more than 50 other countries.
Supported living or supportive living refers to a range of services and community living arrangements (CLAs) designed with individuals with disabilities and their families to support disabled citizens to attain or retain their independence or interdependence in their local communities. Supported living is recorded in the history of the NASDDDS, celebrating its 50th Anniversary. Community Supported Living Arrangements (CSLA) was a landmark federal multi-state demonstration to illustrate the federal role in community living in the US. Supported living is considered a core service or program of community living programs funded through federal-state-local partnerships.
A group home is residence model of medical care for those with complex health needs. Traditionally, the model has been used for children or young people who cannot live with their families or afford their own homes, people with chronic disabilities who may be adults or seniors, or people with dementia and related aged illnesses. Typically, there are no more than six residents, and there is at least one trained caregiver there 24 hours a day. In some early "model programs", a house manager, night manager, weekend activity coordinator, and four part-time skill teachers were reported. Originally, the term group home referred to homes of 8 to 16 individuals, which was a state-mandated size during deinstitutionalization. Residential nursing facilities, also included in this article, may be as large in 2015 as 100 individuals, which is no longer the case in field such as intellectual and developmental disabilities. Depending on the severity of the condition requiring one to need to live in a group home, some clients are able to attend day programs and most clients are able to live normal lifestyles.
Learning disability, learning disorder, or learning difficulty is a condition in the brain that causes difficulties comprehending or processing information and can be caused by several different factors. Given the "difficulty learning in a typical manner", this does not exclude the ability to learn in a different manner. Therefore, some people can be more accurately described as having a "learning difference", thus avoiding any misconception of being disabled with a lack of ability to learn and possible negative stereotyping. In the United Kingdom, the term "learning disability" generally refers to an intellectual disability, while difficulties such as dyslexia and dyspraxia are usually referred to as "learning difficulties".
Johnny Lee Matson is professor and distinguished research master in the Department of Psychology at Louisiana State University. He was also named to 'Thomson Reuters' 2014 list of "The World's Most Influential Scientific Minds," for his work in the social sciences. Matson is recognized for his work on development, assessment and treatment of co-morbid conditions in developmental intellectual disabilities. Matson has extensively researched people with intellectual disabilities and autism spectrum disorders. However, his high number of self publications, self citations and peer review practices have been questioned by many in the field.
Intellectual disability (ID), also known as general learning disability and mental retardation (MR), is a generalized neurodevelopmental disorder characterized by significantly impaired intellectual and adaptive functioning. It is defined by an IQ under 70, in addition to deficits in two or more adaptive behaviors that affect everyday, general living.
Mental disorders diagnosed in childhood are divided into two categories: childhood disorders and learning disorders. These disorders are usually first diagnosed in infancy, childhood, or adolescence, as laid out in the DSM-IV-TR and in the ICD-10. The DSM-IV-TR includes ten subcategories of disorders including mental retardation, Learning Disorders, Motor Skills Disorders, Communication Disorders, Pervasive Developmental Disorders, Attention-Deficit and Disruptive Behavior Disorders, Feeding and Eating Disorders, Tic Disorders, Elimination Disorders, and Other Disorders of Infancy, Childhood, or Adolescence.
Research published from 2000 to 2020 illustrates increased prevalence rates of sexual violence against people with intellectual disabilities compared to the general population.:61 The World Health Organization funded a study that found 15% of the adult population worldwide have a disability, putting them at increased risk of physical, sexual, and intimate partner violence. Of that 15%, 6.1% or an estimated 7,008,716,704 adults worldwide have intellectual disability with 5.5% experiencing sexual violence. In another report, the WHO found that worldwide, children with intellectual disabilities experience a 4.6 times greater risk of sexual violence than those without disability. In the United States, The Bureau of Justice Statistics reported in the National Crime Victimization Survey the rate of sexual violence for those with an intellectual disability is five times higher than for those without any disability. Both men and women with intellectual disabilities experience sexual violence that includes rape, sexual coercion without physical force, and sexual experiences without physical contact. Perpetrators of sexual violence are not only strangers but can be caregivers, acquaintances, and intimate partners. The perpetrator of the assault often determines if the crime will be reported.
There are a variety of disabilities affecting cognitive ability. This is a broad concept encompassing various intellectual or cognitive deficits, including intellectual disability, deficits too mild to properly qualify as intellectual disability, various specific conditions, and problems acquired later in life through acquired brain injuries or neurodegenerative diseases like dementia.
Michael Lee Wehmeyer is the Ross and Marianna Beach Distinguished Professor in Special Education and Chairperson of the Department of Special Education at the University of Kansas. His research focuses on self-determination and self-determined learning, the application of positive psychology and strengths-based approaches to disability, and the education of students with intellectual or developmental disabilities. He is Director and Senior Scientist at Kansas University's Beach Center on Disability. He formerly directed the Kansas University Center on Developmental Disabilities.
Family support is the support of families with a member with a disability, which may include a child, an adult or even the parent in the family. In the United States, family support includes "unpaid" or "informal" support by neighbors, families and friends, "paid services" through specialist agencies providing an array of services termed "family support services", school or parent services for special needs such as respite care, specialized child care or peer companions, or cash subsidies, tax deductions or other financial subsidies. Family support has been extended to different population groups in the US and worldwide. Family support services is currently a "community services and funding" stream in New York and the US which has had variable "application" based on disability group, administrating agency, and even, regulatory and legislative intent.
Gunnar Dybwad (1909–2001) was an American professor and advocate for the rights of people with disabilities, particularly developmental disabilities. He is best known for his support for the social model of disability, reframing disability accommodations as a matter of civil rights, not medical treatment. The American Association on Intellectual and Developmental Disabilities gives out the Dybwad Humanitarian Award annually in his honor.
For many elderly carers of a relative who has a learning or other disability, future planning is an issue. The population of older parents who have children with a learning disability is growing and many of their children are likely to outlive them. In many cases the caring role can span up to seven decades, ending only with their death. Governments and other service providers cannot ignore the pressing needs of this population and their parent and sibling carers. In most countries, family carers provide inexpensive care for a person with a learning disability and other disabilities. This trend is set to continue in England. Demographic changes and the health needs of these two growing populations must be considered against government policy constraints and limited in-home and external care options in order to avoid a crisis. The consequences of not supporting these family carers will to lead to crisis management, increase in distress and care giving burdens, and increased spending on unsuitable crisis placements. Housing and financial guidance are issues for caregivers.
People with disabilities are at greater risk of contracting COVID-19 and have higher rates of mortality than non-disabled populations. This is especially true for people with intellectual and developmental disabilities, individuals who reside in care facilities, and women with disabilities. People with disabilities are at greater risk of experiencing mental health issues related to the pandemic, such as feelings of loneliness and isolation. They may be at greater risk of domestic violence and abuse during the pandemic. People with disabilities are more likely to experience unemployment as a result of the pandemic and may require changes to the types of accommodations they require for work. Children with disabilities are experiencing disruptions to their educational programming. Remote learning poses a host of challenges for children with disabilities, including disruptions to physical and occupational therapies and access to assistive technologies.
References
- ↑ American Association on Intellectual and Developmental Disabilities (AAIDD) Manual on Definition, Classification and Support Systems in Mental Retardation (Schalock et al., 2010)
- ↑ Wehmeyer, Michael L.; Thompson, James R. (September 2016). "Intellectual disability and support needs". American Association on Intellectual and Developmental Disabilities.
- ↑ Schaie, K. Warner; Willis, Sherry L. (1986). "Can Decline in Adult Intellectual Functioning be Reversed?". Developmental Psychology. 22 (2): 223–232. doi:10.1037/0012-1649.22.2.223.
| Types | |
|---|---|
| Abilities, traits, and constructs | |
| Models and theories | |
| Areas of research | |
