Communication with Individuals with Intellectual Disabilities and Psychiatric Disabilities: A Summary of the Literature

Schalick, Walton O.; Westbrook, Cecelia; Young, Brittany M.

doi:10.2139/ssrn.2159227

Cited by 9 publications

(7 citation statements)

References 110 publications

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“…Families with disabilities children need special support and attention during emergencies (Schalik, Westbrook, and Young, 2012). In times of disaster, disabilities need help from others to be able to save themselves.…”

Section: Mobilization Of Resources For Families With Disabilitiesmentioning

confidence: 99%

The Preparedness Level of Families with Disabilities Children in Facing the Earthquake and Tsunami Disaster in Padang, West Sumatra

Riviwanto

Erika²,

Dwiyanti³

et al. 2021

IJDM

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Disability groups are groups vulnerable to disaster risk. Most families with disabilities feel worried about defending themselves in the event of a disaster. They are less socialized with disaster mitigation efforts. This research has provided an overview of the preparedness of families with disabilities children in increasing disaster resilience. Analytical research was conducted on families with disabilities children in the city of Padang. Data collection tools in this study used a standard questionnaire from LIPI-UNESCO / ISDR. The data were processed by a computer and analyzed using multiple regression statistical tests. The results showed the preparedness of Families With Disabilities Children in the face of disasters; it was seen that the knowledge category was ready (42.2%), the preparedness plan category was not ready (37.8%), the disaster warning category was not ready (46.7%), the resource mobilization category was not ready, ready (82.2%), the tsunami disaster preparedness index value is 57% (ready category). This research recommended local governments must provide special treatment for people with disabilities by increasing training, seminars, and disaster simulations.

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Section: Mobilization Of Resources For Families With Disabilitiesmentioning

confidence: 99%

The Preparedness Level of Families with Disabilities Children in Facing the Earthquake and Tsunami Disaster in Padang, West Sumatra

Riviwanto

Erika²,

Dwiyanti³

et al. 2021

IJDM

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“…Finally, it is worth mentioning that although populations with ID are very heterogeneous in terms of communicative abilities, it has been shown that some individuals with MID have communicative functions that may be considered into the typical range. In contrast, populations with a more severe ID tend to have significantly less developed communication skills (Schalick, Westbrook, & Young, 2012). This is important because abilities such as receptive communication, which allows individuals to understand what is being communicated to them (Schalick et al, 2012), are essential to be able to understand the game's instructions.…”

Section: Instructions Have To Be Modified To Meet Students' Needsmentioning

confidence: 99%

“…In contrast, populations with a more severe ID tend to have significantly less developed communication skills (Schalick, Westbrook, & Young, 2012). This is important because abilities such as receptive communication, which allows individuals to understand what is being communicated to them (Schalick et al, 2012), are essential to be able to understand the game's instructions.…”

Section: Instructions Have To Be Modified To Meet Students' Needsmentioning

confidence: 99%

Playful Practices With Children With Intellectual Disabilities

Piedra

2020

WEJSS

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This article aims to promote and support the physical education teacher's community in the use of playful practices with pupils with mild intellectual disabilities (MID), as a didactic medium, and a substantial educational resource of quality physical education. Firstly, it will be reviewed definitions and emergent themes on the subject shaping the theoretical framework on which this study has been built. Later, it will be presented didactic advice and guidelines for the application of playful practices, extracted from the most effective observable practices in the author's teaching experiences in specialized education institutions with pupils with MID and supported by the scientific literature. This article reinforces the notion that playful practices provide variety to meaningful learning, have great potential as a facilitator in pedagogical processes, and provide an appropriate educational response to pupils with intellectual disabilities. It also shows that teachers should reflect positive and reflective disposition to modifications and adaptations of the different elements involved in the playful practices according to educational objectives and the personal needs and interests of the children with MID. Considerations such as the instructions have to be modified to meet students’ needs, play according to children's biological age and systematic registration and monitoring in the teaching-learning process are essential. It is recommended that teachers share their experiences in pedagogical practice to learn from our differences and strengthen our coincidences, to contribute to the still insufficient bibliography in the pedagogical practices in special education.

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“…Masyarakat penyandang disabilitas yang memiliki cacat fisik dan cacat mental mempunyai kemampuan berkomunikasi yang heterogen. Mereka berkomunikasi dengan orang terdekat seperti pendamping mereka sehari-hari atau keluarga (Schalick, Westbrook, & Young, 2012).…”

Section: Kajian Literaturunclassified

Respon Para Disabilitas terhadap Komunikasi Krisis BPBD (Badan Penanggulangan Bencana Daerah) dan Tim SAR Klaten Tahun 2016

Juneza

2016

J.Kom.Profetik

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AbstrakBencana alam dapat terjadi kapan saja dan dimana saja, terutama di daerah yang rawan bencana seperti daerah pesisir pantai, lereng gunung berapi, dan lain sebagainya. Salah satu wilayah di Jawa Tengah yang rawan akan bencana adalah Kabupaten Klaten. Oleh sebab itu BPBD (Badan Penanggulangan Bencana Daerah) Klaten dan bekerjasama dengan tim SAR Klaten terus menerus menghimbau masyarakat akan sigap dalam menghadapi bencana. Masyarakat pada umumnya menyerap informasi yang disampaikan oleh BPBD dan tim SAR Klaten melalui komunikasi langsung ataupun melalui sosial media. Namun masyarakat yang mempunyai kebutuhan khusus seperti penyandang disabilitas memiliki cara tersendiri dalam berkomunikasi dan menyerap informasi. Penelitian ini menggunakan pendekatan kuantitatif dengan metode survey. Pendekatan kuantitatif dengan metode survey dipilih karena mampu memaparkan bagaimana respon masyarakat melalui data yang diperoleh dari responden. Populasi dalam penelitian ini berjumlah 102 orang, setelah dihitung dengan rumus Slovin maka diperoleh sampel sebanyak 50 responden. Hasil dari penelitian ini menunjukkan bahwa respon masyarakat penyandang disabilitas sesuai dengan perhitungan olah data menunjukkan nilai mean sebesar 3.45 yang mengacu pada indikator 'setuju'. Respon mereka terbilang baik serta mampu memberikan feedback yang positif kepada BPBD dan tim SAR Klaten. Kata Kunci: komunikasi krisis, bencana, masyarakat disabilitas Abstracts Natural disasters can happen anytime and anywhere, especially in disaster--prone areas such as coastal areas, slopes of volcanoes, etc. One of the areas in Central Java

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Communication with Individuals with Intellectual Disabilities and Psychiatric Disabilities: A Summary of the Literature

Cited by 9 publications

References 110 publications

The Preparedness Level of Families with Disabilities Children in Facing the Earthquake and Tsunami Disaster in Padang, West Sumatra

The Preparedness Level of Families with Disabilities Children in Facing the Earthquake and Tsunami Disaster in Padang, West Sumatra

Playful Practices With Children With Intellectual Disabilities

Respon Para Disabilitas terhadap Komunikasi Krisis BPBD (Badan Penanggulangan Bencana Daerah) dan Tim SAR Klaten Tahun 2016

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