Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 10 of 308
A process of decision-making support: exploring supported decision-making practice in Canada
- Authors:
- BROWNING Michelle, BIGBY Christine, DOUGLAS Jacinta
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 46(2), 2021, pp.138-149.
- Publisher:
- Taylor and Francis
Background: Canada was the first country to develop legal mechanisms that allow for supported decision making, and little research has explored how decision making is supported in this context. This research aimed to understand how seven people with intellectual disabilities, living in two Canadian provinces, were supported with their decision making. Method: The research used constructivist grounded theory methodology, interviewing and observing the decision making of seven people with mild to severe intellectual disabilities and 25 decision supporters. Results: A common process of decision-making support was discovered, involving dynamic interaction between the person’s will and preferences and supporters’ responses. This interaction was influenced by five factors: the experiences and attributes the person and their supporter brought to the process; the quality of their relationship; the decision-making environment and the nature and consequences of the decision. Conclusion: The highly individualised and contextually dependent nature of decision-making support has implications for supported decision-making practice. (Edited publisher abstract)
A balanced approach to decision-making in supporting people with IDD in extraordinarily challenging times
- Authors:
- LUCKASSON Ruth, SCHALOCK Robert L.
- Journal article citation:
- Research in Developmental Disabilities, 105, 2020, p.103719.
- Publisher:
- Elsevier
A balanced approach to decision-making during challenging times is necessary in order to avoid risks that jeopardize the lives and wellbeing of people with intellectual and developmental disabilities (IDD). The COVID-19 pandemic is the recent example of a crisis that places people with IDD at risk for lopsided societal reactions and threats to them or their wellbeing. Attention to decision-making is required to safeguard hard-earned achievements, including public policies and organization practices that emphasize human and legal rights, self-advocacy, individualized supports, inclusive environments, choices, and community inclusion. This paper suggests maintaining a holistic approach to understanding the lives and human functioning of people with IDD, a balanced approach to accountability and performance management, an understanding of the multidimensional properties of context, and a heightened vigilance in professional responsibility. A balanced approach will strengthen the likelihood of a return to high quality services and supports to people after the crisis, reduce loss of critical progress, and enhance stability across future social, political, and financial changes and challenges.
Investigating supported decision‐making for persons with mild to moderate intellectual disability using institutional ethnography
- Authors:
- DEVI Nandini, et al
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 17(2), 2020, pp.143-156.
- Publisher:
- Wiley
Making one's own choices is an important part of leading a fulfilling life within society. However, people with IDs often face significant obstacles when making their own decisions. Article 12 (Equal recognition before the law) of the United Nations Convention on the Rights of Persons with Disabilities (CRPD) aims to ensure firstly that people with IDs and others with compromised capacity are nonetheless recognized as legal individuals, and secondly that assistance is provided in the form of supported decision‐making in order to exercise this resulting legal capacity. It is unclear whether current national legislation in any country satisfies these requirements in practice. This study utilizes institutional ethnography to reveal how decision‐making is coordinated in practice for people with mild to moderate IDs living in supported residential environments in England, and to determine whether these processes are compliant with Article 12 of the CRPD. Data collection was based on observations, semi‐structured interviews, and documentary analysis, involving 29 participants including people with mild to moderate IDs. The results point to the complexity of supported decision‐making and identify three main categories of decision‐making: spontaneous decisions, mid‐term decisions, and strategic decisions. The data also show that people with mild to moderate IDs are able to exercise their legal capacity through support decision‐making in their everyday life. Immediate and informal supported decision‐making exists in daily practice for people with mild to moderate IDs living in supported residential environments. Although there are structures in place for implementing supported decision‐making, various barriers persist that limit the overall efficacy and consistency of the realization of supported decision‐making, for example, multiple use of mental capacity assessments. Such practices move away from the supported decision‐making model toward substituted decision‐making. (Publisher abstract)
'It's my life' autonomy and people with intellectual disabilities
- Authors:
- BJORNSDOTTIR Kristin, STEFANSDOTTIR Guorun V., STEFANSDOTTIR Astriour
- Journal article citation:
- Journal of Intellectual Disabilities, 19(1), 2015, pp.5-21.
- Publisher:
- Sage
- Place of publication:
- London
This article discusses autonomy in the lives of adults with intellectual disabilities. The article draws on inclusive research in Iceland with 25 women and 16 men and employs ideas of relational autonomy from the perspectives of the Nordic relational approach to disability. In this article, the authors examine autonomy in relation to private life, that is, homes and daily activities. The article demonstrates how practices have improved with time and seem less paternalistic. However, the article also demonstrates that the assistance people with intellectual disabilities receive in their homes often has institutional qualities, and they are often met with belittling perspectives from staff and family members. Furthermore, many did not have access to important information needed to develop individual autonomy and independence, including making their own choices. The research findings suggest that people with intellectual disabilities can with appropriate support develop individual autonomy and make their own choices. (Edited publisher abstract)
Inclusion and healthcare choices: the experiences of adults with learning disabilities
- Authors:
- FERGUSON Morag, JARRETT Dominic, TERRAS Melody
- Journal article citation:
- British Journal of Learning Disabilities, 39(1), March 2011, pp.73-83.
- Publisher:
- Wiley
Those with learning disabilities have fewer decision-making opportunities than the general population. This study investigated the decision-making experiences of two groups of individuals with a learning disability. Group 1 included irregular attenders who had opted out of healthcare appointments for avoidable reasons, and group 2 included regular attenders who had attended all appointments or not attended for unavoidable reasons. Interviews were carried out with 4 people with learning disabilities and/or their 13 primary carers. In addition to these interviews, physiotherapy staff participated in a focus group. Those with learning disabilities described experiences of and opportunities for making everyday decisions but mostly identified others as being responsible for making their health care choices. Overall, the paper concluded that a greater understanding of the health care expectations and experiences of individuals with learning disabilities, and those that support them, is required to enable people with learning disabilities as participants in their own health care decision-making processes.
Enhancing capacity to make sexuality-related decisions in people with an intellectual disability
- Authors:
- DUKES E., McGUIRE B.E.
- Journal article citation:
- Journal of Intellectual Disability Research, 53(8), August 2009, pp.727-734.
- Publisher:
- Wiley
An intervention was applied to the area of sexual knowledge in order to determine if capacity for people with learning disabilities to make sexuality-related decisions could be improved. The study adopted a single subject design using multiple baseline method with four adults with a moderate intellectual disability. The intervention consisted of individually tailored sex education. Treatment was offered to each participant twice weekly for a 10-week period on a one-to-one basis. The Sexual Consent and Education Assessment was used for measurement purposes. The SCEA K-Scale (knowledge) and the S-Scale (safety practices) were administered weekly throughout the baseline, treatment and post-treatment phases of the study. Staff concerns were also assessed using the SCEA Inappropriate Sexual Behaviour Scale. All four participants improved their decision-making capacity in all targeted areas as measured by improvements in K-Scale and S-Scale scores. Staff concerns were not increased as indicated by results on the Inappropriate Sexual Behaviour Scale. Six-month follow-up data for three of the participants showed maintenance of scores on the S-Scale and some decay in scores on the K-Scale from post-intervention performance.
Choice as an aspect of quality of life for people with intellectual disabilities
- Authors:
- BROWN Ivan, BROWN Roy I.
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 6(1), March 2009, pp.11-18.
- Publisher:
- Wiley
Drawing on conceptual considerations and research reports, the authors review and extend what is known about choice, and set out a conceptualization of its two main components: available opportunities and choice-making. The most important characteristics of opportunities are breadth and familiarity, and the most important characteristics of choice making are freedom, initiative, and skill. The authors consider the application of choice to supports and services by discussing numerous practical issues and providing suggestions for application. These are summarized as an overall four-step strategy for moving forward that sets the scene for more specific strategies to be developed and evaluated.
Banking on good decisions
- Author:
- WILLIAMSON Toby
- Journal article citation:
- Learning Disability Today, November 2008, pp.19-21.
- Publisher:
- Pavilion
- Place of publication:
- Hove
More people with learning disabilities could achieve financial independence if banks and their support staff had a clearer idea what capacity really meant. This article briefly looks at the findings of recent studies. It then provides an overview of an easy read guide produced by the Foundation for People with Learning Disabilities on how the Mental Capacity Act 2005 may affect people with learning disabilities as customers of banks and building societies.
The Valuing People vision
- Author:
- -
- Journal article citation:
- Viewpoint, March 2006, pp.16-19.
- Publisher:
- Mencap/Gateway
The learning disability white paper, 'Valuing People', was published five years ago this March. This article looks at achievements so far, and six leading figures in learning disability say what they consider to be Valuing People's biggest successes and disappointments.
Achieving meaningful discussion for people with profound and multiple learning disabilities
- Author:
- WILLIAMS Jo
- Journal article citation:
- Tizard Learning Disability Review, 10(1), February 2005, pp.52-56.
- Publisher:
- Emerald
Describes changes in the last 40 years spearheaded by people such as Jack Tizard. Summarises and discusses 'Valuing people'. Discusses attitudes and beliefs, communication, time and flexibility, and innovation. Concludes that we need to acknowledge people with learning disability as a heterogeneous group. Participation for those needing most support will break down the barriers and prejudices impeding those needing less. We should fight for a society recognising and celebrating difference, according all the right to meaningful inclusion and participation in decision-making.