Search results for ‘Subject term:"learning disabilities"’ Sort:
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On the right road to Dublin
- Author:
- KING Jane
- Journal article citation:
- Community Care, 15.3.90, 1990, pp.28-29.
- Publisher:
- Reed Business Information
Open Road in Dublin is a three-year project which has placed twelve young men and women with learning difficulties in 'real' as opposed to sheltered employment.
Family experiences of personalised accommodation and support for people with intellectual disability
- Authors:
- GARCIA-IRIARTE Edurne, McCONKEY Roy, VILDA Dovile
- Journal article citation:
- Journal of Intellectual Disabilities, 25(4), 2021, pp.476-489.
- Publisher:
- Sage
- Place of publication:
- London
Previous studies suggest that family members of people with intellectual disabilities prefer them to move to supervised living arrangements such as group homes. In Ireland, personalised arrangements are emerging, but families have had little exposure to this option. In this qualitative study, we explored the perspectives of family members following their relative’s move to personalised support options, mostly from group homes. Semi-structured interviews were conducted in 2011 with a family member of 17 people who had previously moved, with follow-up interviews held with 12 of them up to 18 months later. Thematic analysis on interview transcripts was conducted by three researchers. The family members spoke favourably of the new arrangements. A core theme of enabled independence emerged with subthemes of greater self-reliance in personal care, increased confidence, more social inclusion and gains for relatives. Reservations focussed on the need for more support hours, managing risk and loneliness. (Edited publisher abstract)
Family carers of people with intellectual disabilities in Ireland: changes over 10 years
- Authors:
- KELLY Caraíosa, McCONKEY Roy, CRAIG Sarah
- Journal article citation:
- Journal of Intellectual Disabilities, 25(2), 2021, pp.183-191.
- Publisher:
- Sage
- Place of publication:
- London
Data were obtained on nearly 20,000 Irish children and adults living in various family care arrangements in 2007, 2012, and 2017. Over 10 years, the percentage increase in adult persons living with family carers was three times higher than the rise in the general population, with people aged 50 years and over having the highest proportional increase. Also a greater number of persons aged 40–49 group continued to live with both parents in 2017 (47%) compared to 2007 (33%). However, there was marked variation across the nine Community Health Organization areas in the proportions of adults living with family carers (from 49% to 62%). In the coming decades, increased provision will be required in both the quantum and type of supports provided to families so as to sustain their caring role but ensuring equity of provision nationally will be a major challenge. (Edited publisher abstract)
The nature and quality of friendship for older adults with an intellectual disability in Ireland
- Authors:
- McCAUSLAND Darren, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 34(3), 2021, pp.763-776.
- Publisher:
- Wiley
Background: Friendship is important to quality of life, yet people with intellectual disability have more restricted social networks and fewer friends outside family and support staff. Method: Data from a nationally representative longitudinal study of older adults with intellectual disability (aged >40) examined rates and types of friends. Factors associated with having a best friend and friendship quality were explored. Results: A large majority (92.4%) had friends but just over half (52%) had a best friend. Co‐resident friends (71.8%) were more common than non‐resident friends (62%), while staff friendships (62.5%) were important. The majority of best friends were peers with intellectual disability (63.2%), carer/service providers (15.9%) or family (8.4%). Challenging behaviour and communication difficulty were associated with reduced likelihood of having a best friend. A best friend with intellectual disability was associated with lower friendship quality scores. Conclusion: Limited choice and social opportunity may result in a precarious form of friendship for older people with intellectual disability that undermines their quality of life. (Edited publisher abstract)
“I don’t care anymore if she wants to cry through the whole conversation, because it needs to be addressed”: adult siblings’ experiences of the dynamics of future care planning for brothers and sisters with a developmental disability
- Author:
- LEANE Máire
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 33(5), 2020, pp.950-961.
- Publisher:
- Wiley
Background: In families with a member with a developmental disability (DD), future care planning is limited (Brennan et al., Journal of Applied Research in Intellectual Disabilities, 31, 2018, 226; Bowey and McGlaughlin, British Journal of Social Work, 31, 2007, 39; Davys et al., Journal of Intellectual Disability, 14, 2010, 167; Davys et al., British Journal of Learning Disabilities, 43, 2014, 219; Davys et al., Journal of Applied Research in Intellectual Disabilities, 29, 2016, 220). However, most siblings without disabilities (SWD) expect to be involved in the future care of their brother or sister with DD (Benderix and Sivberg, International Paediatric Nursing, 22, 2007, 410; Gomez de la Cuesta and Cos, We exist too: Valuing the contributions of siblings, UK, National Autistic Society, 2012; Heller and Arnold, Journal of Policy and Practice in Intellectual Disabilities, 7, 2010, 16). Materials and Methods: Based on qualitative interviews with 25 SWD in Ireland, this article explores how SWD experience future planning. Results and Discussion: The findings indicate that SWD experience care planning as an ongoing, fluid and emotionally charged process. Parental fears, about future care landscapes they do not control and about passing on intergenerational care responsibilities, emerge as key factors inhibiting planning. Conclusion: Attention to the highly emotive nature of care concerns, and to the tentative pace of planning that is comfortable for families, will help professionals provide optimum planning support. (Edited publisher abstract)
Longitudinal use and factors associated with public transport and other travel options for older people with an intellectual disability in Ireland
- Authors:
- McCAUSLAND Darren, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 33(3), 2020, pp.442-456.
- Publisher:
- Wiley
Background: Transport is an important basis for social participation. Challenges to accessing and using transport for people with intellectual disabilities increase their risk of exclusion and loneliness. Method: Data from a nationally representative study of older people with intellectual disabilities (n = 708) were used to examine longitudinal changes in transport usage and factors associated with using public transport and other travel options. Results: Findings confirmed that this population depends on others for transportation. The most frequently used mode, staff‐supported transport, showed no significant longitudinal change. Public transport was secondary, with only moderate continued use between data collection points. Level of intellectual disability most strongly predicted public transport use, while community residence most strongly predicted using public transport to attend work or day programmes. Conclusions: Transport usage is associated with demand and supply factors linked to the person's environment, including having somewhere to go that requires transport and availability of transport options. (Publisher abstract)
Are there differences in factors influencing access and continued use of assistive products for people with intellectual disabilities living in group homes?
- Authors:
- BOOT Fleur Heleen, MacLACHLAN Malcolm, DINSMORE John
- Journal article citation:
- Disability and Rehabilitation: Assistive Technology, 15(2), 2020, pp.173-182.
- Publisher:
- Taylor and Francis
- Place of publication:
- London
Background: The World Health Organization has launched a program to promote Global Cooperation on Assistive Technology (GATE) to implement those parts of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) referring to assistive technology and products. A particular vulnerable group deeply affected by health inequity affecting access to assistive products are people with intellectual disabilities. Objective: The objective of this study is to understand the barriers and facilitators to effectively access and continuously use essential assistive products for people with intellectual disabilities. Materials and methods: Face-to-face interviews with 15 adults with a mild to profound intellectual disability and 15 providers of assistive products were conducted to gain insights about current use, needs, knowledge, awareness, access, customisation, funding, follow-up, social inclusion, stigma and policies around assistive products and intellectual disability. The technique of constant comparative analysis was used to analyse the data. Results and conclusion: An overview of factors is presented that fit within seven domains for access and eight domains for continuous use of assistive products for people with intellectual disabilities. It illustrates that access and continuous use are influenced by different barriers and facilitators. These different influences should be taken into account in country policies and frameworks that seek to implement the UNCRPD through assistive technology. (Edited publisher abstract)
Identifying and managing incidents of minor theft within a service for individuals with intellectual disabilities
- Authors:
- TINNEY Grainne, SMITH Martine
- Journal article citation:
- British Journal of Learning Disabilities, 47(4), 2019, pp.264-269.
- Publisher:
- Wiley
Background: Models of service delivery for adults with an intellectual disability in Ireland increasingly focus on delivering services within local communities. Preparation for this transition often focuses on practical skills. The service received complaints about unacceptable behaviour (i.e., shoplifting), by some service users. Although such behaviours are relatively common in the general population, the researchers found little research on this topic related to individuals with intellectual disabilities. Method: The Speech and Language Therapy Department surveyed families of individuals attending the service to explore the prevalence of concerns about such behaviours and any actions families had taken. Results: Over 34% of families who responded reported at least one incident of stealing. Such behaviours occurred within the home and in the community. Families had attempted a range of strategies to eliminate the behaviour, most often invoking a negative consequence. Conclusion: The combination of (a) changed opportunities arising from new service structures and (b) potentially reduced self‐control and/or immature self‐regulation, along with (c) inconsistent responses from the environment, forms a triad of influences that may contribute to the risk of stealing for some individuals with intellectual disability. Strategies adopted by the organisation to address this issue are outlined. (Edited publisher abstract)
Inclusive research: an Irish perspective
- Authors:
- SALMON Nancy, AOIFE Barry, HUTCHINS Enid
- Journal article citation:
- British Journal of Learning Disabilities, 46(4), 2018, pp.268-277.
- Publisher:
- Wiley
Background: The United Nations (UN) Convention on the Rights of Persons with Disabilities (CRPD) (United Nations, 2006) sets the expectation that people with disabilities be involved in research that affects their lives. Inclusive research moves people with intellectual disabilities away from being research subjects, towards power‐balanced research collaborations that can create individual and societal change. Method: This study employed a qualitative methodology guided by critical disability theory. Participants included seven adults with intellectual disability, two supporters and five academics who all had experience of inclusive research. Semistructured individual interviews (n = 9) and one focus group (n = 5) were carried out to explore experiences of engaging in inclusive research in the Republic of Ireland. Results: Thematic analysis using Atlas.ti software yielded three themes: “Continuum of inclusive research,” “Value of inclusive research” and “Power relations within inclusive research.” Definitions of inclusive research occurred along a continuum from participatory to emancipatory. Advocating for policy change and personal growth motivated participants to become inclusive researchers. The power dynamics negotiated by teams functioning within academic environments were highlighted, yet despite this, inclusive research teams are creating a space where people with intellectual disabilities are becoming confident researchers and peer mentors. Conclusions: This study illuminated experiences of engaging in inclusive research in an Irish context. Retaining a responsive, local approach to inclusive research is advised. Being part of inclusive research teams was both personally rewarding and financially complex. Inclusive research is at a critical moment in Ireland, poised to effect positive change in policy and service provision. Critically reviewing and documenting how inclusive research teams negotiate these complex dynamics is warranted. (Publisher abstract)
Co-researching with people who have intellectual disabilities: insights from a national survey
- Authors:
- O'BRIEN Patricia, McCONKEY Roy, GARCIA-IRIARTE Edurne
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 27(1), 2013, pp.65-75.
- Publisher:
- Wiley
In undertaking a national study exploring what life was like in Ireland for people with intellectual disabilities, a community of practice was developed involving a core group of co-researchers: five people with intellectual disabilities, four university researchers and three service support staff. An additional cadre of 15 co-researchers with intellectual disabilities was recruited to undertake data gathering and analysis with 23 focus groups involving 168 participants. The research experience was documented through oral feedback, progress reports, minutes and a project review. The key learning is documented arising from the setting up of an inclusive advisory group and implementation of each of six research steps. The study demonstrates feasibility and the added value of university co-researchers recruiting and developing skills together with co-researchers with intellectual disabilities. Topics for further research and development are identified. (Edited publisher abstract)