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.

TABLE OF CONTENTS

ABATRACTii

Introduction1

Approach to this Study2

Objective of the Study2

Structure of the Independent Project3

Literature Review4

Methodology7

Data Analysis7

Ethical Considerations8

Time Line8

Conclusion9

REFERENCES10

APPENDIX13

PSYCHOLOGY OF HUMAN DEVELOPMENT IN EARLY CHILDHOOD YEARS INTELLECTUAL DISABILITIES AT SCHOOL

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 condition can create stressors which disrupt positive family interactions patterns; which in turn, negatively affect child outcomes (Curie 2005 12).

Thus, the experiences of adolescents with ID, along with their families, are embedded within the context of disability. For many persons with ID, it is during their adolescent years when they begin to recognize the differences between themselves and their typically developing peers (Ellick Paradis 2004 1313). This recognition may lead to feelings of inadequacy, frustration, and isolation. Persons with ID are more likely to experience repeated failure; these experiences often lead to feelings of uncertainty and learned helplessness. Shoaf & Rottman (2000) argues that the culmination of these experiences and learned helplessness are critical components in the expression of depression in children and adolescents with ID. Furthermore, depression has been significantly negatively correlated with aspects of social comparison (e.g., peer social belonging) and global self-worth in both adolescents and adults with ID.

Approach to this Study

The present study provides a greater understanding by answering three specific research questions within the context of the subjective experiences of adolescents with ID. The first research question asked

If global self-worth, adolescent perception of support, adolescent self-determination, parent perception of child impact, and student-teacher relationship were related in this sample of adolescents.

The second research question asked

If the global self-worth of adolescents in this sample was predicted by their perception of support, their self-determination, parent perception of child impact and teacher report of the student-teacher relationship.

And finally,

Did adolescents in this sample in resource rooms differ from adolescents in self-contained ...