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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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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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Rural health centers are specialized care facilities in remote locations with very few medical personnel. The primary care providers who run the centers are mostly Registered Nurse Practitioners. Here, emergency treatment is provided to critically ill or injured patients before they are transferred to the closest hospital. Fortunately, due to advancement in technology, many rural healthcare facilities and professionals have easy access to diagnostic and treatment...
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Community Based Intervention01:30

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Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
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Specialized Care Centers and Settings-I01:30

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Specialized care settings or centers are situated in convenient locations within the community and offer care to a specific group or population. They consist of daycare facilities, mental health facilities, rural health facilities, educational institutions, industries, shelters for the homeless, and rehabilitation facilities.
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Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
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Related Experiment Video

Updated: Sep 13, 2025

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting
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Community-Driven Priorities in Intellectual and Developmental Disabilities Transition Services: An Environmental

Beth Pfeiffer1, K Eva Weiss1, Luke Tomczuk1

  • 1Temple University, Philadelphia, PA, USA.

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|August 1, 2025
PubMed
Summary
This summary is machine-generated.

Young adults with intellectual and developmental disabilities (IDD) need effective transition services. Peer support is a key capacity builder for independent living, person-centered approaches, and post-secondary experiences.

Keywords:
adolescentscommunitiesengagementscoping reviews

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Area of Science:

  • Disability Studies
  • Developmental Psychology
  • Public Health

Background:

  • Transitioning to adulthood presents challenges for young adults with intellectual and developmental disabilities (IDD).
  • Young adults with IDD experience significant shifts in responsibilities and services during this period.
  • Peer support, leveraging shared lived experience, offers a valuable approach to transition services.

Purpose of the Study:

  • To identify community-driven transition service priorities for young adults with IDD.
  • To explore research priorities from the perspective of diverse community stakeholders.
  • To determine the role of peer support in enhancing transition services.

Main Methods:

  • An environmental scan was conducted, incorporating a scoping review.
  • Focus groups (n=28) and interviews (n=19) engaged key community members.
  • An inclusive research team, including individuals with lived experience, guided the study.

Main Results:

  • Community-driven priorities include independent living skills, person-centered approaches, and post-secondary experiences.
  • Peer support was identified as a crucial capacity builder for successful transitions.
  • Data from multiple sources converged on key transition and support needs.

Conclusions:

  • Community priorities should inform the development of transition and peer support interventions.
  • Leveraging peer support can enhance the effectiveness of services for young adults with IDD.
  • Engaging individuals with lived experience is vital for relevant and impactful research.