This study investigates the family well-being among Saudi Arabian families with youth who have an intellectual disability. A sample of 148 family members, including parents and other relatives, was surveyed on emotional well-being, family interactions, and parenting. This study aimed to explore the unique challenges and dynamics within these families, providing insights into how an intellectual disability in a youth affects the family unit. The research highlights a gap in understanding the specific impacts of intellectual disability on family life in the Saudi context. Key findings include variations in family quality of life perceptions among different family members, with fathers showing distinct levels of satisfaction. This study contributes to the development of culturally sensitive support strategies and policies, emphasizing the need for targeted interventions to enhance the well-being of these families in Saudi Arabia.

Articles published between 1956 and 1972 in the Canadian Medical Association Journal (CMAJ) and the Canadian Psychiatric Association Journal (CPAJ) reflect the Canadian medical community\'s certain interest in mental retardation during this period. Much of the scientific production in this area at that time seems to have been aimed at alleviating the economic burden of mental retardation by making the mentally retarded person autonomous and capable of performing an economic function. This article intends to highlight this ambition to discipline the mentally retarded through the study of the CMAJ and CPAJ articles. It begins with a discussion of the diagnosis of mental retardation, followed by a discussion of the treatments, care and services to be offered. The last part of this text deals with the discourse conveyed in the two journals regarding the mentally retarded that seems unable to live outside of the institution and perform an economic function.
Les articles publiés entre 1956 et 1972 au sein du Canadian Medical Association Journal (CMAJ) et du Canadian Psychiatric Association Journal (CPAJ) témoignent d’un certain intérêt de la communauté médicale canadienne pour le retard mental. Celle-ci se préoccupe tout particulièrement du poids économique que représente – d’après elle – le « retardé mental » et de la capacité de ce dernier à atteindre une autonomie suffisante pour être productif. Dans cet article, nous mettons en lumière l’ambition de disciplinarisation du retardé mental qui transparaît du corpus analysé. Nous analysons d’abord les propos tenus sur le diagnostic de retard mental, puis ceux portant sur les traitements, les soins et les services jugés pertinents. Enfin, nous examinons le discours véhiculé dans les deux revues sur les échecs de l’entreprise médicale d’autonomisation et de majoration économique du retardé mental.

BACKGROUND: Client-centred practice is often eclipsed by social, economic, and political inequities. Ignoring these realities obstructs clients\' goal attainment.
OBJECTIVE: The author advocates for the integration of a macro perspective inclusive of participation barriers and supports in occupational therapy curricula and seeks to motivate educators to adopt teaching approaches that develop students\' abilities to address the complexities of client-centred practice.
METHODS: This article integrates a critical analysis of the literature on client-centred practice with reflexivity on disability studies and autoethnography.
RESULTS: Educational standards require students to learn about the social, economic, and political contexts that impact on client-centred practice and the need for advocacy to enable participation. Theoretical support of a macro perspective for client-centred practice is strongly evident in the literature. Information on methods for teaching students how to actualize these concepts in practice is scant. Thus, strategies to inform the integration of a macro perspective into curricula and concrete activities to develop students\' competencies for empowered client-centred practice are required.
CONCLUSIONS: Educators have an ethical responsibility to critique their pedagogy to determine whether they are adequately preparing students for client-centred practice. The focus must move from teaching a micro perspective of client-centred practice to a macro perspective that enables occupational justice and empowerment.