Investigating the Role of Disability in an Adult Learner Undergraduate ProgrammeAquino, Katherine
doi: 10.1080/1034912X.2021.1882961pmid: N/A
The purpose of this paper was to explore the experiences of adult learners enrolled in a non-traditional undergraduate academic program. This project examined if students minimised their disability in the academic environment, thus not making use of institutionallyavailable accommodations. Through an explanatory case study design,findings revealed that students perceived stigmatisation of their disability and often attempted to ignore or diminish the role and impact of their disability in their postsecondary academic journey.
Correlation Between the Mental Health and Relationship Patterns of Mothers of Children with an Intellectual DisabilityMohammadi, Zahra; Sadeghian, Efat; Shamsaei, Farshid; Eskandari, Fatemeh
doi: 10.1080/1034912X.2021.1895083pmid: N/A
Mothers of children with an intellectual disability often experience challenges that affect their mental health and the relationship with their children. The present study assesses the correlation between the mental health and relationship patterns of mothers of children with an intellectual disability. In this descriptive−correlational study, the mothers of 53 female and 92 male children with an intellectual disability were selected. The data were collected by: (a) a demographic questionnaire; (b) a general health questionnaire; and (c) the assessment scale of mother− child relationship. The results revealed that the acceptance relationship pattern had a significant negative correlation with somatisation (p = 0.006, r = -0.206), anxiety (p = 0.018, r = .174), and the general mental health (p = 0.009, r = .195). The rejection pattern had a significant positive relationship with depression (p = 0.026, r = .163). The present study showed that mothers who had experienced symptoms of anxiety or who had lower general mental health scores were less likely to use acceptance patterns in relationship with their child. Also, mothers who had symptoms of depression significantly rejected the relationship with their child. So, it is suggested that programs should be developed and implemented to maintain mothers' mental health.
Humanity-Oriented Character Strengths as Differential Predictors of Stigma Towards People with Special Educational NeedsDatu, Jesus Alfonso; Tang, Robert; Xiaoying, Wu
doi: 10.1080/1034912X.2021.1885014pmid: N/A
Studies have consistently shown that character strengths predict well-being and positive psychological outcomes. However, there is sparse research on how these strengths relate to stigma towards individuals with special educational needs (SEN). This study addresses this gap through exploring the link of using humanity-oriented strengths (i.e., kindness, love, and social intelligence) to stigma and acceptance towards people with SEN via a cross-sectional design. A survey packet containing questionnaires about kindness, love, social intelligence, and stigma towards SEN, was administered to 210 Filipino undergraduate students. Results showed that gender positively predicted stigma towards SEN. Kindness negatively predicted stigma even after controlling for the effects of age and gender. Results suggest that promoting opportunities to cultivate kindness might serve as valuable approach to reduce negative and discriminatory attitude towards people with special needs.
Outcomes of Teacher Professional Development and Learning in Addressing Challenging Behaviour in Vietnamese Students with Intellectual Disability: A Pilot StudyPham, Thi Quynh Ni; Arthur-Kelly, Michael; Foggett, Judith; Lyons, Gordon
doi: 10.1080/1034912X.2021.1892032pmid: N/A
Challenging behaviour is a problematic issue for students with intellectual disability, including those in special education settings. While there is a need to address challenging behaviour in these schools, most Vietnamese classroom teachers struggle to deal with those behaviours due to their lack of effective strategies. In response, this first study was the initial part of a two-phase project that investigated the outcomes of professional development and learning for teachers and students in the Vietnamese context. The main purpose of this study was to pilot the design, research procedures, and instruments of the whole project. Participants were students with intellectual disability and challenging behaviour, and their teachers in Vietnamese special education settings. Both quantitative and qualitative data were collected to determine the outcomes of the teacher professional development and learning program through changes in the perception, understanding, level of confidence, strategies of teachers in using Function-based Intervention as well as challenging and replacement behaviours of target students. Insights obtained from this study will help determine the direction of the second phase of the project.
Classroom Inclusion of Saudi Arabian Students with Speech, Language, and Communication Needs Through Enhanced CommunicationAbed, Mohaned G.; Shackelford, Todd K.
doi: 10.1080/1034912X.2021.1892034pmid: N/A
We investigated how teachers could be encouraged to develop and enact inclusive practices in their communication with children who have speech, language, and communication needs (SLCN). This research was conducted in Saudi Arabia, where official policy and legislation state that inclusive education is to be supported. The present exploratory, qualitative study investigated the perceptions of 11 elementary school children with SLCN, in addition to 12 parents and 14 teachers. Data were secured through semi-structured interviews during which we explored the ways teachers engaged in inclusive practices for improved adult-child communication. Two themes were identified from a content analysis of interviews: (1) exclusionary adult-child communication approaches and (2) recommendations for improvement of inclusive aspects of classrooms. The results suggested several implications for learners with SLCN as well as for schools at the local and international levels. The current research was the first study of its type to investigate the perceptions of learners with SLCN and their parents and teachers in Saudi Arabia.
Autism Spectrum Disorder Behavioural Profiles: A Cluster Analysis ExplorationBrigido, Evelina; Rodrigues, Ana; Santos, Sofia
doi: 10.1080/1034912X.2021.1895084pmid: N/A
Although autism spectrum disorder (ASD) is a heterogeneous disorder, recently more homogeneous phenotypic subgroups, which still lack evidence, have been identified. Our goal is to describe and analyse different behavioural profiles of ASD, in social communication and interaction (SCI) and restricted and repetitive behaviours and interests (RRBIs), based both in behaviour type and frequency. The ASD typical behaviours were analysed based on Diagnostic Statistical Manual (DSM-5)’ criteria diagnosis. The sample comprised 75 children, aged between 8 and 12 years old (M = 9.67; SD = 1.29), through the application of the ASD Typical Behaviours Questionnaire (ASD-TBQ) and two group were identified. These groups differed in both ASD diagnostic domains as well as in their subdomains and most of behaviours. Group 1 presented a lower frequency of behaviours, being higher in SCI, while Group 2 presented a similar frequency in both domains. This research suggests that this identification is essential for understanding strengths and weaknesses, in order to establish targets of intervention, priorities and implement specific strategies.
The Potential Usefulness Of The Social Attribution Task (SAT) in Diagnosing Girls with ASDNagar Shimoni, Hagit; Leitner, Yael; Yoran-Hegesh, Roni; Bokek-Cohen, Ya’arit; Gindi, Shahar; Weizman, Abraham
doi: 10.1080/1034912X.2021.1904503pmid: N/A
Clinical observations suggest that girls suspected to have ASD manage to perform better in social and emotional tasks than boys, leading to a camouflage effect which results in the under-diagnosis of girls with ASD. We used the Social Attribution Task (SAT) in order to assess the performance of 12 girls who were previously diagnosed with ASD, and additionally to compare their performance in SAT to that of 12 boys who were previously diagnosed with ASD. No significant differences were found between girls and boys in all the indices of SAT except for the Person index; girls performed better than the boys in the Person index. The lack of significant differences between the boys and the girls in five out of the six SAT indices suggests that girls with ASD do not have a better social understanding than boys. They outperformed the boys only when the instructions included a clue that triggered them to name human traits, as they are instructed to do in the Person index. Implications of the usefulness of the Social Attribution Task (SAT) for diagnosing ASD in girls are discussed.
Bridging the Digital Divide Affecting Persons with Disabilities in MalaysiaAjrun, Nur
doi: 10.1080/1034912X.2021.1901860pmid: N/A
This study aims to investigate potential means to bridge the digital divide between person with and without disabilities in Malaysia. A conceptual framework with one endogenous variable (digital divide) and two exogenous variables (government initiatives and assistive technology) was developed. The study applied quantitative survey research through the distribution of self-administrated questionnaires. The Department of Social Welfare reported that the total population of persons with disabilities in Malaysia was 453 258 and 497 390 in 2017 and 2018, respectively. The sample size of this study was 398. A total of 450 questionnaires were distributed and 438 questionnaires were returned, with a response rate of 90%, exceeding the total sample size initially required. The collected data were analysed through structural equation modelling using SmartPLS 3.0. The findings reveal a significant relationship between government initiatives, assistive technology and the digital divide. Eight exogenous constructs are found to be of high predictive relevance, whereas two present low values, indicating that assistive technology and government initiatives have a minor effect on the digital divide.