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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

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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.
Dyslexia
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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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Consensus Preconception Educational Domains for People With Mobility Disabilities: A Delphi Study.

Amelia Gabor1, Jennifer Stephens2, Michael M McKee3

  • 1Norton College of Medicine, SUNY Upstate Medical University, Syracuse, New York.

Women'S Health Issues : Official Publication of the Jacobs Institute of Women'S Health
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Summary

Developing a preconception health curriculum for individuals with mobility disabilities is crucial. This consensus-based approach identified 13 key educational domains, including specific needs related to mobility and physical accommodations.

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Area of Science:

  • Reproductive Health
  • Disability Studies
  • Health Education

Background:

  • Preconception health education is vital for optimal pregnancy and neonatal outcomes.
  • Individuals with mobility disabilities face unique challenges in preparing for pregnancy.
  • Existing preconception education may not adequately address the specific needs of this population.

Purpose of the Study:

  • To develop consensus-based domains for a preconception education curriculum tailored to individuals with mobility disabilities.
  • To identify specific educational needs beyond standard preconception care.

Main Methods:

  • A mixed-methods approach was employed, combining a literature review with a Delphi method.
  • A systematic review identified initial domains, followed by purposive sampling to recruit a Delphi panel.
  • The Delphi panel comprised physicians, researchers, and individuals with lived experience of mobility disabilities.

Main Results:

  • A systematic review identified 53 potential domains.
  • Seventeen participants engaged in three rounds of the Delphi process.
  • Consensus was reached on 13 essential educational domains for preconception health for people with mobility disabilities.

Conclusions:

  • A consensus-based preconception education curriculum for people with mobility disabilities was established.
  • Key domains include standard preconception topics plus specialized areas.
  • Additional crucial domains identified are functional mobility, physical accommodations, musculoskeletal and skin health, bowel and bladder surgery, and neurological/neurosurgical history.