Meeting the communication support needs of children and young people with intellectual disabilities in the Bolivian Andes

Abstract

Services available for people with disabilities in Bolivia tend to be fragmented

Croyances à propos de l’enseignement des compétences en littératie auprès d’élèves ayant une déficience intellectuelle : recension des écrits scientifiques

“…Les termes ayant mené à l'identification des documents étaient ( 1 À l'étape du filtrage, 12 d'entre eux ont été rejetés. Parmi eux, deux n'abordaient pas les croyances ou les termes connexes (Ahlgrim-Delzell et Rivera, 2015; Leko et Brownell, 2011), cinq ne touchaient pas spécifiquement l'accès à la littératie chez les élèves ayant une DIMS (Albertson et al, 2011;Goldstein et Behuniak, 2012;Marable et al, 2010;Robb et al, 2018;Ruppar et al, 2018) et quatre n'abordaient ni l'un ni l'autre (Browder et al, 2012b;Buell et Chadwick, 2017;Courduff et al, 2016). Le texte de Ricci et Osipova (2012) traitait des croyances des parents quant au potentiel de leur enfant ayant une DI en lecture, mais comme aucune autre étude n'abordait cette perspective, il a été décidé de l'écarter.…”

Mental health outcomes and experiences of family caregivers of children with disabilities during the COVID‐19 pandemic in Bolivia

“…Given the detrimental effects that caregivers' mental health can have on the quality of care that is provided for their child, preventive and treatment interventions are needed to help caregivers balance the responsibilities and demands that come with caring for their child, financially supporting their families, and managing the new challenges associated with living through a life‐threatening pandemic. These interventions should be culturally tailored to integrate the strengths that caregivers and their community have to cope with the stressors they face, including the sharing of information and resources between families to expand their support network (Buell & Chadwick, 2017 ). In addition, coordination between policymakers and health services are highly needed to address the additional barriers that many families in low‐income countries are now facing to access therapy services for their child (Gupta et al, 2020 ).…”