A content analysis from a US statewide survey of memorable healthcare decisions for individuals with intellectual disability

Intellectual Disabilities and Health Care Communication: A Continuing Education Program for Providers

Communication with others is a core human imperative; this is especially true in health care. Individuals with intellectual disabilities often face daunting challenges in both health literacy and communicating their health needs and questions. Education for professionals in specialized communication is critical in improving care for their clients with intellectual disabilities. To address this issue, an educational framework, ID-COMMUNICATE, was created to guide improved interactions between health care providers and clients with intellectual disabilities and was further developed into a continuing education program. The modules of the ID-COMMUNICATE program focus on specialized communication techniques and strategies and related professional practice issues. This program can be disseminated in a variety of ways and is easily adapted for professionals in many disciplines. [J Contin Educ Nurs. 2019;50(1):20-25.].

Principles of effective communication with patients who have intellectual disability among primary care physicians

OBJECTIVE

Examine physicians' implementation of effective communication principles with patients with intellectual disabilities (ID) and its predictors.

METHODS

Focus groups helped construct a quantitative questionnaire. The questionnaire (completed by 440 physicians) examined utilization of effective communication principles, attitudes toward individuals with ID, subjective knowledge and number of patients with ID.

RESULTS

Subjective knowledge of ID and more patients with ID increased utilization of effective communication principles. Provision of knowledge that allows patients to make their own medical decisions was predicted by more patients with ID, lower attitudes that treatment of this population group is not desirable, less negative affect and greater perception that treatment of this group is part of the physician's role. Effective preparation of patients with ID for treatment was predicted by higher perception of treatment of this group as part of the physician's role, lower perception of this field as undesirable and higher perception of these individuals as unable to make their own choice. Simplification of information was predicted by a greater perception of treatment of this group as part of the physician's role and more negative affect.

CONCLUSION

Greater familiarity may enhance care for these patients.

PRACTICE IMPLICATIONS

Increase exposure to patients with ID within training.

Public stigma and the perception of rights: differences between intellectual and physical disabilities

Stigma may have detrimental effects on the rights of individuals with disabilities. This study examined the association between stigma and the perception of rights of people with intellectual disabilities and people with physical disabilities. Telephone interviews using vignette methodology were conducted with a nationally representative sample of 605 adults. Items included stereotypes, prejudice, behavioral reactions and the perception of rights of these individuals. More negative stereotypes, greater social distance and greater withdrawal behaviors were found toward people with intellectual disabilities as compared to people with physical disabilities. Lower support of rights was found toward people with intellectual disabilities as compared to people with physical disabilities. Lower degree of acceptance and higher perception of dangerousness were associated with greater social distance, which was related to lower perception of rights. Programs should aim at decreasing social distance to improve support to exercise rights, especially among people with intellectual disabilities.