This monthly international journal focuses on the scientific study of intellectual disability. The subject matter includes: clinical case reports; pathological reports; biochemical investigation; genetics and cytogenetics; psychological, educational and sociological studies; and the results of experiments or studies in any discipline that may increase knowledge of the causes prevention or treatment of intellectual disability relevant philosophical and ethical issues. All papers are assessed by expert referees. This journal is indexed and abstracted selectively on Social Care Online.
This monthly international journal focuses on the scientific study of intellectual disability. The subject matter includes: clinical case reports; pathological reports; biochemical investigation; genetics and cytogenetics; psychological, educational and sociological studies; and the results of experiments or studies in any discipline that may increase knowledge of the causes prevention or treatment of intellectual disability relevant philosophical and ethical issues. All papers are assessed by expert referees. This journal is indexed and abstracted selectively on Social Care Online.
Subject terms:
learning disabilities, severe learning disabilities;
British Journal of Learning Disabilities, 32(2), June 2004, pp.93-104.
Publisher:
Wiley
Outlines the development of the sociocultural study of people with an intellectual disability, focusing in particular on the work of Robert Edgerton, Robert Bogdan and Steven Taylor, David Goode and John Gleason, and critically assesses the contributions and limitations of these authors. Argues that the parameters of the debate have tended to become too rigid. The sociocultural study of intellectual disability has mostly focused on the experiences of people with mild intellectual disabilities, extrapolating from these experiences conclusions about the nature of intellectual disability in general, while the experiences and life worlds of those whose impairments are severe, profound, and often multiple, are often ignored. Argues It is also essential for understanding, accepting and respecting people with severe and profound intellectual disabilities, and recognising that such people are already living socially meaningfully lives, despite not conforming to the dominant and socially prescribed norms and expectations of meaningful action and behaviour.
Outlines the development of the sociocultural study of people with an intellectual disability, focusing in particular on the work of Robert Edgerton, Robert Bogdan and Steven Taylor, David Goode and John Gleason, and critically assesses the contributions and limitations of these authors. Argues that the parameters of the debate have tended to become too rigid. The sociocultural study of intellectual disability has mostly focused on the experiences of people with mild intellectual disabilities, extrapolating from these experiences conclusions about the nature of intellectual disability in general, while the experiences and life worlds of those whose impairments are severe, profound, and often multiple, are often ignored. Argues It is also essential for understanding, accepting and respecting people with severe and profound intellectual disabilities, and recognising that such people are already living socially meaningfully lives, despite not conforming to the dominant and socially prescribed norms and expectations of meaningful action and behaviour.
Subject terms:
learning disabilities, severe learning disabilities;
The Tizard Learning Disability Review aims to provide high quality information for academics and those working in learning disability. Published in association with the Tizard Centre at the University of Kent, it bridges the gap between research and development, and everyday practice. The Review focuses primarily on services in Britain, but also draws on international experience.
The Tizard Learning Disability Review aims to provide high quality information for academics and those working in learning disability. Published in association with the Tizard Centre at the University of Kent, it bridges the gap between research and development, and everyday practice. The Review focuses primarily on services in Britain, but also draws on international experience.
Subject terms:
learning disabilities, severe learning disabilities;
The Journal of Applied Research in Intellectual Disabilities (JARID) is an international, peer-reviewed journal which draws together findings derived from original applied research in intellectual disabilities. The topics it covers include community living, quality of life, challenging behaviour, communication, sexuality, medication, ageing, supported employment, family issues, social networks, staff stress, staff training, epidemiology and service provision. Articles from this journal are indexed and abstracted selectively on Social Care Online.
The Journal of Applied Research in Intellectual Disabilities (JARID) is an international, peer-reviewed journal which draws together findings derived from original applied research in intellectual disabilities. The topics it covers include community living, quality of life, challenging behaviour, communication, sexuality, medication, ageing, supported employment, family issues, social networks, staff stress, staff training, epidemiology and service provision. Articles from this journal are indexed and abstracted selectively on Social Care Online.
Subject terms:
learning disabilities, severe learning disabilities;
The Journal of Intellectual & Developmental Disability (formerly the Australia and New Zealand Journal of Developmental Disabilities) is the official journal of the Australian Society for the Study of Intellectual Disability. The Journal publishes articles on the theoretical and practical knowledge about people with a developmental disability and focuses in particular on people with an intellectual disability. A range of topics including medical, educational, social and vocational aspects of disability are covered, with articles encompassing empirical reports, theoretical papers and reviews from a variety of perspectives. Articles from this journal are abstracted and indexed selectively on Social Care Online.
The Journal of Intellectual & Developmental Disability (formerly the Australia and New Zealand Journal of Developmental Disabilities) is the official journal of the Australian Society for the Study of Intellectual Disability. The Journal publishes articles on the theoretical and practical knowledge about people with a developmental disability and focuses in particular on people with an intellectual disability. A range of topics including medical, educational, social and vocational aspects of disability are covered, with articles encompassing empirical reports, theoretical papers and reviews from a variety of perspectives. Articles from this journal are abstracted and indexed selectively on Social Care Online.
Subject terms:
learning disabilities, severe learning disabilities;
The British Journal of Learning Disabilities is an international peer-reviewed journal which aims to be the leading interdisciplinary journal in the learning disability field. Topics covered include: current trends in residential and day-care services; integration, rehabilitation and quality of life; education and training; employment and occupation; recreation and leisure; advocacy and rights; family and carers; adoption and fostering; causes and management of specific syndromes; staff training; new technology in practice.
The British Journal of Learning Disabilities is an international peer-reviewed journal which aims to be the leading interdisciplinary journal in the learning disability field. Topics covered include: current trends in residential and day-care services; integration, rehabilitation and quality of life; education and training; employment and occupation; recreation and leisure; advocacy and rights; family and carers; adoption and fostering; causes and management of specific syndromes; staff training; new technology in practice.
Subject terms:
learning disabilities, severe learning disabilities;
This journal aims to provide a medium for the exchange of best practice, knowledge and research in education and social and health care, for the advancement of services for people with learning disabilities. Articles from this journal are abstracted and indexed selectively on Social Care Online.
This journal aims to provide a medium for the exchange of best practice, knowledge and research in education and social and health care, for the advancement of services for people with learning disabilities. Articles from this journal are abstracted and indexed selectively on Social Care Online.
Subject terms:
learning disabilities, severe learning disabilities;
Journal of Intellectual Disabilities, 25(1), 2021, pp.98-113.
Publisher:
Sage
Place of publication:
London
Participation is the goal of Swedish disability policy, but it is difficult to achieve for adults with profound intellectual (and multiple) disabilities (PI(M)D). Since these adults are dependent on others in every aspect of their lives, others control their ability to participate in everyday life decisions. This study used observations, analyzed with Shier’s ladder of participation, to elucidate and describe participation in daily life for adults with PI(M)D living in a group home. The results showed that the adults often reached the first three levels of Shier’s ladder, one adult reached the fourth level once, and no one reached the fifth level. Participation on a higher level, therefore, seems hard to reach for adults. Staff members’ attitudes toward the adults’ capability can also be a barrier to participation. Applying Shier’s ladder of participation can provide valuable information that might lead to increased participation in daily life for adults with PI(M)D.
(Edited publisher abstract)
Participation is the goal of Swedish disability policy, but it is difficult to achieve for adults with profound intellectual (and multiple) disabilities (PI(M)D). Since these adults are dependent on others in every aspect of their lives, others control their ability to participate in everyday life decisions. This study used observations, analyzed with Shier’s ladder of participation, to elucidate and describe participation in daily life for adults with PI(M)D living in a group home. The results showed that the adults often reached the first three levels of Shier’s ladder, one adult reached the fourth level once, and no one reached the fifth level. Participation on a higher level, therefore, seems hard to reach for adults. Staff members’ attitudes toward the adults’ capability can also be a barrier to participation. Applying Shier’s ladder of participation can provide valuable information that might lead to increased participation in daily life for adults with PI(M)D.
(Edited publisher abstract)
Subject terms:
learning disabilities, participation, user participation, severe learning disabilities;
This UK journal focuses on the the mental health needs of people with learning/intellectual disabilities. It includes research and supports professionals in delivering high-quality and evidence-based practice to people with learning/intellectual disabilities who have additional mental health needs. Articles include discussions of policy and its implications in practice, clinical case studies, research reports, developments in service design and delivery, and news and resources. Articles from this journal are indexed and abstracted selectively on Social Care Online.
This UK journal focuses on the the mental health needs of people with learning/intellectual disabilities. It includes research and supports professionals in delivering high-quality and evidence-based practice to people with learning/intellectual disabilities who have additional mental health needs. Articles include discussions of policy and its implications in practice, clinical case studies, research reports, developments in service design and delivery, and news and resources. Articles from this journal are indexed and abstracted selectively on Social Care Online.
Subject terms:
learning disabilities, mental health problems, severe learning disabilities, severe mental health problems;