Independent Living Needs of Young Adults with Intellectual Disabilities

Yıldız, Gizem; Cavkaytar, Atilla

doi:10.17569/tojqi.671287

Cited by 4 publications

(2 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A significant number of earlier studies conducted in many countries have shown that teachers have concerns about working with students with disabilities [10]. For example, a recent study conducted in Kenya showed that CWID were not taught effectively because teachers were not trained enough [11]. Other previous studies also showed that teachers lacked confidence for teaching in fully inclusive classrooms due to deficits in specialized skills and knowledge [12] and feel anxious when teaching in classrooms with diverse students [13].…”

Section: Globalmentioning

confidence: 99%

Lived Experience of Teachers in Teaching Students with Intellectual Disabilities in Burka Bekumsa Inclusive Primary School, Ethiopia

Negassa,

Yadeta

2023

GJIDD

View full text Add to dashboard Cite

The purpose of this study was to explore lived experience of teachers in teaching children with intellectual disabilities (CWID) in Burka Bekumsa Inclusive Primary School. A qualitative approach with phenomenological design was employed to obtain the required information from regular and special needs education (SNE) teachers. The study involved six teachers who were selected purposively for having experience of teaching CWID. Data was collected using semi-structured interviews and analyzed thematically. Findings of the study revealed that the education of CWID focuses on helping them acquire some basic daily life skills such as dining, personal hygiene, greetings and basic academic skills related to counting, self-awareness and environmental recognition which involve naming body parts, objects and animals. It was found that the educational experiences organized by the teachers and the school benefited the children in developing independent life skills, communication, behavior, relationships with typical children and teachers. The study also found that teachers’ skill of teaching and relationship with the CWID was improved successively as a result of familiarity with the behavior and ways of learning acquisition among CWID. Lack of relevant training for teachers on inclusion of CWID, shortage of classroom and appropriate educational materials, lack of incentives for teachers and weak parental involvement in the education of their children were identified as outstanding problems in educating the CWID. It is recommended that skill-related trainings and incentive packages should be organized for teachers to compensate for the demanding work, basic instructional resources should be allocated, and parents should be encouraged and empowered to take part in the education of their children.

show abstract

Section: Globalmentioning

confidence: 99%

Lived Experience of Teachers in Teaching Students with Intellectual Disabilities in Burka Bekumsa Inclusive Primary School, Ethiopia

Negassa,

Yadeta

2023

GJIDD

View full text Add to dashboard Cite

show abstract

“…Thus, they should acquire skills in a number of key areas to achieve independency. These are: daily-life skills, selfdetermination skills, interpersonal skills, and employment skills [3].…”

Section: Introductionmentioning

confidence: 99%

Self-Determination Skills of Persons with Intellectual disabilities in Arabic Countries: A Mini-Review

Mohamed Eltantawy

2023

GJIDD

View full text Add to dashboard Cite

Persons with intellectual disabilities suffer different kinds of disorders due to impaired cognitive processes, which hinders their compatibility with life requirements as they are unable to perform their assigned roles and fulfill their needs. This results in an urgent need to develop their skills and to endow them with some compensatory strategies. Self-determination skills are considered one of the major skills needed by persons with intellectual disabilities in order to help them live independently. Self-determination skills are affected by a group of cultural and social variables, as well as other factors like the severity of the disability, the chronological age, gender, and others. Eventually, this mini review aims at shedding light on some important matters in related literature, clarifying some research points that were not tackled in it suggesting future studies that were not referred to in it, and drawing some recommendations related to the topic of the review.

show abstract

Listening to the voices of adolescents with intellectual disabilities: Exploring perception of post-school transition

Alnahdi,

Alwadei,

Schwab

2024

Research in Developmental Disabilities

View full text Add to dashboard Cite

Independent Living Needs of Young Adults with Intellectual Disabilities

Cited by 4 publications

References 26 publications

Lived Experience of Teachers in Teaching Students with Intellectual Disabilities in Burka Bekumsa Inclusive Primary School, Ethiopia

Lived Experience of Teachers in Teaching Students with Intellectual Disabilities in Burka Bekumsa Inclusive Primary School, Ethiopia

Self-Determination Skills of Persons with Intellectual disabilities in Arabic Countries: A Mini-Review

Listening to the voices of adolescents with intellectual disabilities: Exploring perception of post-school transition

Contact Info

Product

Resources

About