본 연구에서는 발달장애학생의 고등교육을 활성화하고자 발달장애학생 대학 진학지도에 대한 특수교사의 인식 및 요구를 알아보는 데 목적이 있다. 이를 위하여 문헌 및 선행연구를 참고하여 설문지를 개발하였고, 온라인 방식을 통해 특수교사 135명을 대상으로 설문조사를 실시하였다. 응답결과는 빈도분석과 t-test, 교차분석(X²)을 실시하였다. 본 연구의 결과는 첫째, 발달장애학생의 고등교육 및 대학 진학 준비, 별도의 대학 진학 지원 프로그램과 가족 지원의 필요성에 대한 인식은 보통 이상으로 긍정적으로 나타났다. 둘째, 발달장애학생의 대학진학지도 관련하여 학교, 교육청에서의 지원 정도, 특수교사에게 지원되는 정도에 대한 응답은 대체적으로 낮게 나타났다. 셋째, 발달장애학생에게 대학 진학이 필요한 이유로 ‘적성에 따른 역량 개발’과 ‘일상생활 자립 등 독립성 강화’가 높게 나타났고, 대학 진학 결정에 미치는 주요 요인으로 ‘장애유형 및 정도’가 가장 높았다. 발달장애학생이 대학 진학 준비 시 어려운 점으로는 ‘대학(학과) 종류 및 수가 많지 않아 선택이 어려움’이 가장 높았다. 넷째, 발달장애학생의 대학 진학 준비하는 적절한 시기는 ‘고1’, 담당자는 ‘특수교사’, ‘진로상담교사’순으로 높게 나타났다. 다섯째, 발달장애학생의 대학 진학지도 지원방법으로 ‘교육청 단위의 컨설팅’이 가장 높게 나타났고, 지원 담당기관으로는 ‘지역특수교육지원센터(교육청)’가 가장 높았다. 마지막으로 발달장애학생의 대학 진학지도를 위해 필요한 지원 사항으로 ‘법령 개정 등 제도적 정비’가 가장 높았다. 발달장애학생의 대학 진학을 위한 지원을 체계적으로 실시하기 위해 대학 진학지도에 대한 특수교사의 인식과 요구에 기초하여 시사점을 제공하였다.

The COVID-19 pandemic has disrupted the lives of people with intellectual disabilities in many ways, impacting their health and wellbeing. Early in the pandemic, the research team delivered a six-week virtual group-based program to help Canadian adults with intellectual disabilities cope and better manage their mental health. The study's objective was to explore ongoing concerns among individuals with intellectual disabilities following their participation in this education and support program. Thematic analysis was used to analyze participant feedback provided eight weeks after course completion. Twenty-four participants were interviewed in January 2021 and May 2021 across two cycles of the course. Three themes emerged: 1) employment and financial challenges; 2) navigating changes and ongoing restrictions; and 3) vaccine anticipation and experience. These findings suggest that despite benefiting from the program, participants continued to experience pandemic-related challenges in 2021, emphasising the need to continually engage people with intellectual disabilities.

AimsPeople with a learning disability are at increased risk of becoming homeless, but little is known about how learning disability is viewed by people accessing homeless services. This study aimed to obtain the views of people experiencing homelessness about learning disability, in the context of a project that was exploring how to increase identification of learning disability.MethodsA qualitative approach was used, and 19 adults were interviewed who were receiving support from homeless services in the North-East of England. Information from the interviews was analysed using thematic analysis.ResultsFour themes were identified relating to understanding of learning disability, the role of identification, day-to-day challenges, and experiences of services.ConclusionThere is a need to: promote better understanding of learning disability; for early identification processes that involve the person in a meaningful way; and the provision of support that is non-stigmatising, practical and which addresses health concerns.

Persons with intellectual disabilities require frequent access to acute services. Many also access disability services within the community. Reports and enquiries have highlighted the sub-optimal healthcare provided to this group when accessing healthcare in acute services. Joint working between acute and disability services has been identified as a measure to improve healthcare for this group. A mixed method systematic review was undertaken to explore current evidence of joint working between both service providers. Twelve publications were included, and the data were analysed using thematic analysis. Confusion around responsibility and limited training in acute services prevented joint working from occurring. Information-sharing is pivotal in promoting joint-working, but measures which facilitated it were not always used. Albeit acute services demonstrated a strong commitment to deliver quality care to those with intellectual disabilities. Much of the available research captures the experiences of staff in acute services. There is a paucity of research available exploring experiences of disability service providers.

The COVID-19 pandemic resulted in changes in all areas of clinical practice, including clinical research and within the intellectual disability population. While there have been some benefits from this rapid adoption of change, those involved in research have had to overcome a number of additional challenges. These adaptive changes, which have included the use of technology, closure of social spaces, working with specific groups who are more vulnerable to COVID-19, and mask use impairing communication, have had both positive and negative impacts on research. As the pandemic and related restrictions evolve, it is important to examine the changes that have occurred. In the future, the adoption of a hybrid model in research is likely to be a common approach, establishing a balance between technology and in-person interaction.

During the process of ageing, women experience important hormonal, endocrine and biological changes. Menopause is a natural phenomenon in female development, during which women's ovarian function shifts from a reproductive to a non-reproductive state. The experience of menopause is unique for every woman, including women with intellectual disabilities. Globally, the available literature on women with intellectual disabilities and menopause focuses on providing medical insights into onset and symptoms and little attention has been paid to documenting how menopause affects women themselves. This represents a significant gap in understanding how women understand this change in life and has been a key justification for the need for this research. This scoping review aims to consider published studies capturing the perceptions, experiences and attitudes of women with intellectual disabilities and their caregivers as they transition through the menopause.

People with intellectual disability and/or autism are likely to be in hospital more often, for longer, and have poorer health outcomes. Few audit tools exist to identify their barriers in mainstream healthcare environments. This study aimed to identify evidence of audit characteristics of healthcare contexts specifically for people with intellectual disability and/or autism, for conceptual development of an auditing framework. A scoping review of evaluations of healthcare environments was completed in January 2023. Findings were presented using the PAGER framework. Of the sixteen studies identified, most originated in the UK, nine focused on intellectual disability, four on autism, and three were concerned with mixed diagnosis. Six domains for auditing healthcare environments were identified: care imperatives, communication to individuals, understanding communication from individuals, providing supportive environments of care, supporting positive behaviour, and actions to make things go well. Further research is recommended to refine an audit framework.

연구목적: 본 연구의 목적은 성과 관계 교육이 발달장애 청소년의 건강한 관계 형성에 대한 자기효능감 및 성적 의사결정 기술에 미치는 영향을 알아보는 것이다. 연구방법: 서울 및 경기도의 7개 중·고등학교 특수학급에 재학 중인 발달장애 학생 20명을 실험집단과 통제집단에 10명씩 배치한 후 실험집단을 대상으로 성과 관계 교육 프로그램을 12회기 실시하였다. 실험 집단과 통제집단의 건강한 관계 형성에 대한 자기효능감과 성적 의사결정 기술 검사의 사전-사후 점수차를 독립표본 t 검정을 통하여 분석하였고, 실험집단의 사전검사-사후검사-중재종료 10주 후 유지검사 점수를 반복측정 분산분석을 통하여 분석하였다. 연구 결과: 성과 관계 교육에 참여한 실험집단 발달장애 청소년의 건강한 관계 형성에 대한 자기효능감과 성적의사결정 기술은 통제집단 학생에 비하여 유의미하게 향상되었다. 또한 건강한 관계 형성에 대한 자기 효능감은 중재 종료 10주 후에도 높은 수준으로 유지되었으나 성적 의사결정 기술은 중재 종료 후와 같은 수준으로 유지되지 않았다. 결론: 본 연구는 발달장애 청소년에게 성관련된 포괄적인 내용을 다룬 프로그램을 체계적으로 실시하였으며, 발달장애 청소년의 일상 적인 삶에 실제적인 영향을 미칠 수 있는 기술과 역량을 측정하여 그 효과를 입증했다는 것에 의의가 있다.

본 연구의 목적은 학교급별로 개별화전환계획(ITP)의 운영 현황 및 실행 수준을 살펴보는 것이다. 이를 위해 초등학교, 중학교, 고등학교, 전공과 학교급별로 설문조사를 실시하였고, 총 244명의 특수교사가 참여하였다. ITP 운영 현황과 실행 수준을 파악하기 위해 기술통계분석을 실시하였고, 학교급 및 배경 변인에 따른 차이를 살펴보기 위해 카이제곱검정, 독립표본 t 검정, 일원배치 분산분석을 실시하였다. 연구 결과, 첫째, 상급학교로 갈수록 ITP 수립·운영 빈도가 증가했고, 통계적으로 유의한 차이가 있었다. 둘째, ITP 실행 수준은 보통 정도로 나타났고, 학교급별로 유의한 차이는 없었다. 셋째, ITP 수립·운영하는 집단은 그렇지 않은 집단보다 ITP 실행 수준이 높았고, 이는 통계적으로 유의했다. 넷째, ITP 관련 교사연수에 참여했던 특수교사는 그렇지 않은 집단보다 ITP 실행 수준이 높았고, 통계적으로 유의한 차이가 있었다. 본 연구는 ITP 개념 정립이 미비한 상황에서 ITP 현황 정보를 제공하여 ITP의 활성화 및 확대를 위한 기초 자료를 마련하였다는 데 의의가 있다. 향후 ITP 개념 정립을 위한 노력을 기울여야 하며, ITP 작성 방법 안내, 매뉴얼 개발 등 시스템 구축과 제도의 마련이 필요할 것이다.

Background: Spirituality and spiritual support for older people with intellectual disability are deemed important, however little is known about their specific needs. This paper reports for the first time on the religious and spiritual practices of older adults with intellectual disability. Methods: A national longitudinal study examined the prevalence of spiritual practices among older people with intellectual disability in the Republic of Ireland. Results: Older people with intellectual disability seek and receive solace from religious and spiritual practices, especially if they are lonely, in poor health, distressed or bereaved. There is likely a social benefit to spiritual and religious aspects of life that would be beneficial to explore further. Conclusions: Globally more research is required and efforts should be made to ensure greater opportunities for inclusion in societal spiritual and religious activities and to more clearly determine the spiritual needs of this population.