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Related Concept Videos

Intellectual Disability01:29

Intellectual Disability

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Intellectual disability (ID) is a neurodevelopmental condition characterized by deficits in intellectual and adaptive functioning that manifest during the developmental period. This condition encompasses challenges in reasoning, memory, problem-solving, and learning, accompanied by impairments in everyday life skills, such as communication, self-care, and social interactions. Intellectual disability affects approximately 1% of the population in the United States, impacting an estimated 5...
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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care
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'It's Not Like a One-Way Street': Using Photovoice to Understand How College Students With Intellectual Disability

Jessica N Hoyle1, Jan Warren-Findlow1, Lauren Wallace1

  • 1Public Health Sciences, Department of Public Health Sciences, University of North Carolina at Charlotte, Charlotte, North Carolina, USA.

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Summary

Young adults with intellectual disability desire to contribute to relationships. Their capacity to help others is often underestimated due to societal expectations about disability.

Keywords:
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Area of Science:

  • Social Sciences
  • Disability Studies
  • Psychology

Background:

  • Societal perceptions of intellectual disability often focus on deficits, overlooking reciprocal social contributions.
  • Limited understanding of social relationships among young adults with intellectual disability hinders inclusive practices.

Purpose of the Study:

  • To explore the social relationships and self-perceptions of young adults with intellectual disability.
  • To understand their roles as both givers and receivers of help within their social networks.

Main Methods:

  • Photovoice methodology employed with seven postsecondary students with intellectual disability.
  • Data collection included individual interviews, group discussions, and a photo exhibition.

Main Results:

  • Participants identified as both helpers and recipients of help, highlighting the foundational role of families.
  • Key themes included openness to receiving support, personal growth from challenges, and the complexities of helping others.
  • A desire to increase awareness of the helping capacity of individuals with disabilities was expressed.

Conclusions:

  • Young adults with intellectual disability actively seek to contribute to relationships.
  • External expectations and stereotypes about disability can restrict their social participation and relationship development.