| CODE | DBS5015 | |||||||||
| TITLE | Intellectual Disabilities | |||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | |||||||||
| MQF LEVEL | 7 | |||||||||
| ECTS CREDITS | 5 | |||||||||
| DEPARTMENT | Disability Studies | |||||||||
| DESCRIPTION | The focus of this study-unit will be on people with intellectual disability. It will be based on the social relational model of disability, considering intellectual disability to arise both from cognitive impairment that a person is either born with or acquires through brain trauma or disease, and from socially-constructed barriers. The study-unit will therefore first present current knowledge about the aetiology of the different types of cognitive impairment, and the terminology used. Account will be also taken of different levels of functionality, including mild, moderate and severe intellectual disability, profound and multiple intellectual disability, and the presence of other impairments in addition to intellectual disability. The focus will then shift onto definitions of intellectual disability, taking a critical look at how these have developed and evolved. The history of the treatment of people with intellectual disability in different countries will be delved into, as well as legislation that upholds their rights. The disabling barriers created by society that affect people with intellectual disability directly will be discussed through a lifecourse approach. Consideration will also be given to how disability intersects with other areas, including gender. Very importantly, the study-unit will present more recent developments in the lives of people with intellectual disability that promote their rights and empowerment and that recognise the importance of support in enabling them to achieve their potential. Such developments include self-advocacy, supported decision-making, and person-centred planning among others. Interventions that help persons with intellectual disability to develop their potential – whilst taking into account their impairment-related needs – will be presented and discussed, with the emphasis being on using such interventions to work with the person according to their own aspirations and related needs. Study-Unit Aims: The aim of this study-unit is to enable the students to appreciate the diversity of people with intellectual disability, to learn about the challenges that they face that arise from the nature of their impairment, and about the history of people with intellectual disability – which is very often a history of mistreatment, to challenge misconceptions about the nature of intellectual disability, to become aware of the socially-constructed disabling barriers and of what can be done to minimise these barriers – including through the provision of empowering support, and to appreciate the importance of basing any interventions with persons with intellectual disability on their own aspirations and the needs that arise from these aspirations. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - describe the different types of cognitive impairments, the different levels of severity, and the challenges that arise from these impairments; - provide an account of how people with intellectual disability have been treated historically; - challenge misconceptions about people with intellectual disability, especially about their perceived limitations, and to explain how the provision of support can help them overcome limitations; - state the rights of persons with intellectual disability; - give an account of socially-constructed barriers that impinge on the lives of people with intellectual disability, and of what interventions can reduce these barriers; - describe approaches and interventions that enable professionals to work alongside persons with intellectual disability to identify aspirations and needs and find ways to address them, whilst taking into account different impairment-related needs. 2. Skills: By the end of the study-unit the student will be able to: - explain the aetiology of different types of cognitive impairments, different levels of severity, and the challenges that they pose; - critique the treatment of people with intellectual disability and the misconceptions that such treatment has often been based on; - appraise the socially-constructed barriers faced by people with intellectual disability, possible solutions to removing these barriers, and their rights in this regard; - evaluate the appropriateness of different types of interventions, especially in terms of ensuring that they are primarily based on the aspirations of persons with intellectual disability, and the extent to which they meet impairment-related needs. Main Text/s and any supplementary readings: Main Texts: - Kittay, E.F. & Carlson, L. (2010) eds. Cognitive Disability and its Challenge to Moral Philosophy. Wiley-Blackwell. - Carlson, L. (2010) The Faces of Intellectual Disability: Philosophical Reflections. Indiana University Press. - Walmsley, J. & Jarrett, S. (2019) eds. Intellectual disability in the twentieth century: transnational perspectives on people, policy and practice. Policy Press. - Buntinx, W. H. & Schalock, R. L. (2010). Models of disability, quality of life, and individualized supports: Implications for professional practice in intellectual disability. Journal of Policy and Practice in Intellectual Disabilities, 7(4), 283-294. - Nota, L., Ferrari, L., Soresi, S., & Wehmeyer, M. (2007). Self‐determination, social abilities and the quality of life of people with intellectual disability. Journal of Intellectual Disability Research, 51(11), 850-865. - Scior, K. (2011). Public awareness, attitudes and beliefs regarding intellectual disability: A systematic review. Research in developmental disabilities, 32(6), 2164-2182. |
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| STUDY-UNIT TYPE | Blended Learning | |||||||||
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| LECTURER/S | Claire Lucille Azzopardi Lane Anne-Marie Callus |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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