Fundamentals of Theory and Practice Revisited: Adult Clients With Mild ‘Intellectual Disability’: Rethinking Our Assumptions

Gallagher, Eddie

doi:10.1002/j.1467-8438.2002.tb00518.x

Cited by 11 publications

(9 citation statements)

References 16 publications

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“…Yet another complicating factor is the fact that while IQ has historically been used as the main criteria for assessing ID, other factors such as adaptive deficits are more important in determining which individuals are labeled as ID. IQ measurements are also not a particularly useful measure of an individual's communicative capacities, as individuals with the same IQ can vary greatly in verbal fluency (Gallagher, 2002).…”

Section: Thematic Results: On Categorizing the Heterogeneity Of Commumentioning

confidence: 99%

“…Individuals with ID who were successful at identity matching tasks were better at matching pictures to objects than at matching icons, pantomimes, or speech to objects and that delayed matching tasks were most successful using spoken names (Brady & McLean, 1998). Slowing down both the pace of communication as well as the pace at which new concepts are introduced has also been suggested as a means of improving receptive communication for individuals with ID (Oetting & Rice, 1991;Gallagher, 2002).…”

Section: Thematic Results: Receptive Communication In Individuals Witmentioning

confidence: 99%

“…Specific best practices in this area include increased prompting, suggesting possible responses, and rephrasing the ideas expressed by the individual with ID with greater frequency (Booth & Booth, 1996;Gallagher, 2002).…”

Section: Thematic Results: Expressive Communication In Individuals Wimentioning

confidence: 99%

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

2012

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Governmental agencies serve individuals with Intellectual Disabilities (ID) and Psychiatric Disabilities (PD) and must consequently communicate with these individuals at multiple points, from interviews with claims representatives to written notices sent to applicants and beneficiaries about highly complex material. We review the social scientific, survey research-based, cognitive testing-based and other relevant literatures regarding effective communication with these individuals. Given the nature of governmental contact with individuals with ID and PD, particular interest falls upon formal written communication, but other modes of communicating factual information (e.g., telephone, in-person) are also within the scope of this literature review. We evaluate what is known regarding the receptive and expressive communicative capacities of these individuals. We attempt to evaluate what is known about the communicative strategies to determine how the literature may inform a set of evidence-based best practices regarding for effective and efficient communication with individuals with ID and PD.

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Section: Thematic Results: On Categorizing the Heterogeneity Of Commumentioning

confidence: 99%

Section: Thematic Results: Receptive Communication In Individuals Witmentioning

confidence: 99%

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

2012

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“…Gallagher (2002) [1] describes intellectual disability as one of the most powerful and stigmatizing labels. Zhang and Stecker (2001) [2] mention that intellectually disabled students possess an internal barrier, namely "learned helplessness", which makes disabled students believe that they are unable to be involved in their own vocational planning.…”

Section: Literature Review Literature Reviewmentioning

confidence: 99%

Efficacy of Vocational Training as an Integral Part of Entrepreneurship Education as a Transition Programme for Persons with Intellectual Disability in Oyo State

Olufemi¹,

Favour²,

Olaosebikan³

2017

aeb

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Entrepreneurship education no doubt has been accepted as a vital tool in the education of persons with intellectual disabilities as it forms the major objective of their education. It is a system through which pupils with intellectual disabilities could be well rehabilitated appropriately in the area of academic, social, vocation, personal and psychologically. This paper attempts to review the place of entrepreneurship education in the education of persons with intellectual disabilities and also examine to what extent the policy provision for entrepreneurship education has been achieved in the schools for persons with intellectual disabilities with suggestions and recommendations that will better enhance the full implementation of entrepreneurship education in these special schools for optimum success and self-sustenance.

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“…Despite these challenges, most staff have little exposure to systemic practice (Gallagher, 2002). The status and training of case managers generally is limited, with poor conceptualization of their role and inadequate career progression (Gursansky et al, 2003).…”

Section: Introduction: Challenges In Disability Servicesmentioning

confidence: 98%

Transforming Practice in Developmental Disability Services Through Systemic and Dialogical Practice

Rhodes

Fennessey²,

Dickens³

et al. 2014

Journal of Systemic Therapies

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The aim of this article is to tell a story of organizational change in a large government developmental disability service responsible for working with multistressed families. Over a 10-year period, case management and clinical methods were significantly enhanced, to include systemic and dialogical practices. Many disempowered and stressed staff members were able to develop leadership roles, some seeding local teams or learning to work with families differently. Factors that allowed for this change included conducting research to establish the trustworthiness of innovation, a focus on emergent and local change rather than an establishment in organizational policy frameworks, an appreciative stance toward staff and families, and the circulation of healing stories from systemic interviews to senior management. In the end, after 10 years work, six systemic consultation teams were developed and a further four family support clinics. Initially these teams were based on post-Milan systemic family therapy but later came to be integrated with network or Open Dialogue therapy. While these initiatives will not have changed organizational culture as a whole, local transformation of practice was possible, providing a safe refuge

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Fundamentals of Theory and Practice Revisited: Adult Clients With Mild ‘Intellectual Disability’: Rethinking Our Assumptions

Cited by 11 publications

References 16 publications

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

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

Efficacy of Vocational Training as an Integral Part of Entrepreneurship Education as a Transition Programme for Persons with Intellectual Disability in Oyo State

Transforming Practice in Developmental Disability Services Through Systemic and Dialogical Practice

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