intellectual disability
Post on 20-Aug-2015
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PREVALENCE RATE OF INTELLECTUAL DISABILITY:
• According to DSM-5 prevalence rate of intellectual disability is
approximately 1%.
• Prevalence rate vary bye age.
• Prevalence for severs intellectual disability is approximately 6 per 1000.
PREVALENCE RATE IN ASIA:
The prevalence of intellectual disability in Asia approximately at 0.06-1.3%, with the exception being China at 6.68%. The prevalence ranged from 4.4 to 48.3%.
Community management of intellectual disabilities in Pakistan a mixed methods study done by Mirza, Tareen A, Davidson LL and Rahman A In Pakistan reported 19.1/1000 for serious ID to 65/1000 for mild ID.
PREVALENCE ESTIMATES FROM DIFFERENT COUNTRIES:
Countries Prevalence rate (1000 per)
Australia (i998 ) 3.3
Canada (2002) 7.2
China (2008 ) 9.3
Norway (1998 ) 5.6
USA (1995) 6.2
PREVALENCE RATE ACCORDING TO WHO:
The WHO estimate the prevalence of intellectual disability to be between 1% and 3%.
It is reported that severe intellectual disability was three time more South Asian.
ID three time higher among the Asian community in comparison to the non-Asian community.
RESEARCH HIGHLIGHTS:
Highest prevalence was seen in child and adolescent population.
A higher ID has been found among male versus female children, approximately 1:5.1.
ID Two times more in low and middle income countries compared to high income countries.
INFECTIONS AND TOXIC AGENTS:
Viral encephalitis or genital herpes Syphilis or HIV-I german measles during
pregnancy Carbon monoxide and lead may cause brain
damage during fetal development or after birth. An excess of alcohol during pregnancy may lead to
congenital malformations From incompatibility in blood types between mother
and fetus
IONIZING RADIATIONS:
Radiation may act directly on the fertilized ovum or may produce gene mutations in the sex cells.
GESTALT:
People with intellectual disability are unable to
integrate behaviors , feeling, thinking and their actions and intentions are not aligned for
optimal mental health.
PSYCHOANALYTIC
Early disturbance affects the individual’s experience which leads to disturbed ego structures and ego functions.
Examples include: a poorly harmonic identity, frequent bad control of impulses, and/or difficulties tolerating loneliness.
People with ID have a higher incidence of depression
Suicide attempts in this population seem much lower, but they do occur.
Sternlicht et al reviewed the charts for all residents of a state school for persons with ID and found 12 adolescents (mean IQ 63, range 48–79), who had attempted suicide or revealed suicidal ideation.
SUICIDAL RISKS
PITTSBURGH MEDICAL CENTER STUDY BY HARDAN AND SAHL
A retrospective study of 233 patients
12-month period (children and adolescents with developmental disorder)
47 (20%) (34 males, 13 females, mean age 10, and range 4–18 years) had a past or present history of suicide ideation or attempt .
Out of 47 44 had thoughts of suicide Eight had made threats Eight had made a suicidal attempt. Out of the 47 17 (36%) were mild Five (11%) were with moderate intellectual disability. And 22 were affected with severe/profound intellectual disability but only eight had made attempts. 4/233 cases could be said that the patient had the concept of death. In this study there was no mention of past or present physical or sexual
abuse, but that does not mean that it did not take place.
PITTSBURGH MEDICAL CENTER STUDY BY HARDAN AND SAHL
RESEARCHES CONDUCTED ON SUICIDAL RATES OF INTELLECTUAL DISABILITY AFFCETED POPULATION IN
PAKISTAN: Research conducted reveals that :
80% of people suffering from mental disorders such as schizophrenia, depression & mainly with intellectual disability who commit suicide are the ones who are living in
Low & middle-income cities.
Another research reveals that:
10%–66% suffers from mild to moderate intellectual disability
0.1% from severe disability
IS SUICIDAL RISKS HIGHER IN MALES OR FEMALES? W.R.T INTERNATIONAL & PAKISTANI STUDY:
A 35-year follow-up study from Finland reveals:
That the suicidal rates are significantly low among :
males with IDD, at only one-third of the general population risk
WHILE
females with IDD are at higher suicide risk in general.
Study conducted in Faisalabad (PAKISTAN) (1998 to 2001) revealed
That the suicide rate of 1.12 per 100 000 was measured which had:
male preponderance as compared to women.
The peak incidence was:
more in men aged 20–29 years.
RESOURCE CENTERS AND RESEARCH
More than two fifths of the total disabilities are due to mental illnesses. Between 5-15 % of people with an intellectual disability show behaviors of concern. Out of which only 2-20 % actually receive any kind of behavioral support.
RESOURCE CENTERS AND RESEARCHES:
In order to help the intellectually disabled people to be able to live independently a number of schools, institutes and organizations have been set up to provide them with the required facilities.
Aim: To create awareness.
PARENTS AS PARTNERS:
Parents to be well versed of their child’s disability.
To be able to provide a wealth of information for the planning of the child’s educational journey.
Parents’ perspective on child’s intellectual disability: a case study of Khyber Pakhtunkhwa-Pakistan.[University of Peshawar]
FACILITIES AVAILABLE
Individualized educational program, communication, vocational training, speech therapy, social training.
People with intellectual disabilities if receive adequate guidance and support can make great use of their abilities and skills.
CASE MANAGEMENT:
Family support
Vocational programs
Day programs
Residential options
Early intervention
Special education
Transition services
The more you know the better advocate you can be for your child
Give Your child Their space
Provide guidance when it’s needed
Stay involved and build social skills of your child
Get to know other parents of intellectually disabled children
INDIVIDUALIZED FAMILY SERVICES PLAN
SPECIAL EDUCATION AND RELATED SERVICES
TIPS FOR TEACHERS:
Learn as much as you can about intellectual disability
Recognize that you can make an enormous difference in this student’s life!
Be a part of student’s IEP team, and If you are not part of the student’s IEP team, ask for a copy of his or her IEP
Be as concrete as possible
Break longer, new tasks into small steps
immediate feedback
Teach the student life skills
Work together with the student’s parents and other school personnel
TIPS FOR PARENTS:
Meet with the school and develop an IEP to address your child’s needs
Learn about intellectual disability
Be patient, be hopeful
Give your child chores
Give your child frequent feedback.
Find out what skills your child is learning at school.
Parents Group
Take pleasure in your beautiful one
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