Psychology of human development in early childhood years Intellectual disabilities at school

by

ABATRACT

The main theme of this study is to analyze the Psychology of human development in early childhood year's and its impact on intellectual disabilities at school. This dissertation will employ the term “intellectual disability” to refer to the broader category of children being discussed. Intellectual disability is the most common developmental disability, and refers to impairments in both cognitive functioning and adaptive skills whose onset is during the developmental period (before age 16). The understanding of disability terminology and identification with the intellectual disability label by adolescents in this study expands on previous research with adults. An intriguing pattern to note in the qualitative data is the self-description of adolescents in this study in terms of race, gender, and disability. This dissertation has offered a basic introduction to intellectual disability, illuminating the history of attitudes toward the disabled and exploring the unique needs, interests and experiences those with ID. Further, researchers are increasingly looking at the interplay between the recent push for self-determination and autonomy on the one hand and the increasing evidence in support of disabled individuals' need for strong social relationships on the other. The findings of this study suggest that while the focus on independent skill building has been an important contributor to disabled individuals' quality of life. It is often emphasized to the neglect of the central role relationships have in the life of a disabled individual. As is somewhat true for all of us, the day to day lives of those with intellectual disabilities is necessarily dependent on the assistance of others, whether direct or indirect, proximal or distal.

ACKNOWLEDGEMENT

My thanks go out to all who have helped me complete this study and with whom this project may have not been possible. In particular, my gratitude goes out to friends, facilitator and family for extensive and helpful comments on early drafts. I am also deeply indebted to the authors who have shared my interest and preceded me. Their works provided me with a host of information to learn from and build upon, also served as examples to emulate.

TABLE OF CONTENTS

ABATRACTII

ACKNOWLEDGEMENTIII

CHAPTER # 1: INTRODUCTION1

Approach to this Study2

Objective of the Study2

Structure of the Independent Project3

CHAPTER # 2: LITERATURE REVIEW4

Stigmatization and the Intellectual Disability Label7

Self-Concept and Global Self-Worth7

CHAPTER # 3: METHODOLOGY9

Mixed Research9

Instrument for data collection9

Data Analysis10

Ethical Considerations10

CHAPTER # 4: RESULTS11

Questionnaire Analysis11

Hypothesis Testing17

The DSM-IVTR Multiaxial Assessment17

Student-Teacher Relations20

CHAPTER # 5: CONCLUSION21

Discussion21

Unique Interests of Individuals with ID21

Physiological Interests21

Psychological and Emotional Interests23

Cognitive/Developmental Interests23

Recommendations for Future Study25

Conclusion26

REFERENCES28

APPENDIX32

Questionnaire32

CHAPTER # 1: INTRODUCTION

Adolescence is the developmental period when most children begin to assert their independence and desire for autonomy. For individuals with intellectual disabilities (ID), the developmental tasks associated with adolescence -extracurricular activities, sexuality, vocational preparation, and independent living-are compounded by their disability. While environmental events are known to influence the development of self-concept in both typically developing individuals and persons with ID, the context and content associated with such environmental events are likely to differ. Accordingly, personal characteristics associated with the vulnerability of an individual's disabling ...