Search results for ‘Subject term:"learning disabilities"’ Sort:
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What’s in it for me? the meaning of involvement in a self-advocacy group for six people with intellectual disabilities
- Authors:
- CLARKE Rachel, CAMILLERI Kelly, GODING Lois
- Journal article citation:
- Journal of Intellectual Disabilities, 19(3), 2015, pp.230-250.
- Publisher:
- Sage
- Place of publication:
- London
Background: This article explores the experiences of six people with intellectual disabilities in the context of a self-advocacy group, identifying the benefits and difficulties of being part of the group. Materials and Methods: Six adults with intellectual disabilities were interviewed about their experiences. Each individual took part in two individual and two group interviews. The transcripts were analysed using thematic analysis. Results: Analysis revealed four themes, namely, being part of the group, self-esteem, self-determination and empowerment. Conclusion: Being part of the group is central to the experience of self-esteem, self-development and empowerment. Responses allow the exploration of the interrelationship between individual, group and community. Consideration is given to models of disability and the evidence base in relation to personal and political outcomes of self-advocacy. Links are made with developing a sense of self, self-determination, interpersonal learning and building resilience. Implications for practice are discussed. (Publisher abstract)
A real life a real community: the empowerment and full participation of people with an intellectual disability in their community
- Author:
- MARTIN Robert
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 31(2), June 2006, pp.125-127.
- Publisher:
- Taylor and Francis
Autobiographical account by a New Zealand activist advocating the empowerment and social inclusion of people with intellectual disabilities in their community.
Fumblings and faux pas: reflections on attempting to engage in participatory research with people with an intellectual disability
- Authors:
- DOROZENKO Kate P., BISHOP Brian J., ROBERTS Lynne D.
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 41(3), 2016, pp.197-208.
- Publisher:
- Taylor and Francis
Background: Reflexivity is fundamental to developing methodologically and ethically sound research and is particularly important for researchers exploring experiences of oppression. Method: The authors offer reflections on the process of engaging in participatory research with people with an intellectual disability (ID). A reflexive journal was maintained throughout the duration of a research project that used photovoice and conversational interviewing to explore the identities and social roles of 18 members of an advocacy agency for people with ID.Results Challenges and tensions arose throughout the research process, including difficulties reproducing “ideal” participatory research, issues of informed consent, and tensions surrounding the beneficiaries of the research. Broader social processes were mirrored in interactions with the members, and damaging stereotyped identities were unknowingly imposed. Conclusions: Self-awareness and critical reflection is necessary to ensure that the existing power relations in traditional disability research (and wider society) are not replicated during the research process. (Edited publisher abstract)
Supporting people with intellectual and developmental disabilities to participate in their communities through support staff pilot intervention
- Authors:
- ZAKRAJSEK Andrea Gossett, HAMMEL Joy, SCAZZERO Joseph A.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 27(2), 2014, pp.154-162.
- Publisher:
- Wiley
Background: Increasingly, people with intellectual and developmental disabilities (I/DD) are supported to participate in least-restricted settings in the community. However, little is known about desired community participation choice and control of people with I/DD, nor effective strategies to support full participation. Furthermore, service providers of this population in community and residential settings have unique roles in influencing choice and control in community participation. Research Aim: The purpose of this project is to empower adults with I/DD in community participation by collaborating with agency staff and administrators to strategize change in service provision and programming. Methods: This article describes the development, imple-mentation and mixed-methods evaluation of a pilot staff intervention. Results: Findings indicate staff who participated in pilot intervention report increased confidence in supporting adults with I/DD to participate in their communities. Conclusions: Intervention development has implications for staff, administrators and agencies in planning and executing opportunities to support choice and control for community participation for adults with I/DD. (Publisher abstract)
Family factors associated with participation of children with disabilities: a systematic review
- Authors:
- ARAKELYAN Stella, et al
- Journal article citation:
- Developmental Medicine and Child Neurology, early cite 6 January 2019,
- Publisher:
- John Wiley and Sons
Aim: The aim of this review was to synthesize empirical evidence of family factors associated with participation of children with disabilities aged 5 to 12 years to inform the development of family‐centred participation‐fostering interventions. Method: A systematic search was performed for articles published in English between 2001 and 2017 in MEDLINE, PsycINFO, CINAHL, Scopus, and ASSIA following the Preferred Reporting Items for Systematic Review and Meta‐Analysis (PRISMA) guidelines. Quality of evidence was appraised using the Research Triangle Institute Item Bank. Family factors associated with participation were identified and assessed using a multistage ‘semi‐quantitative’ approach. Results: Thirty studies were included in the review. Four non‐modifiable ‘status’ factors consistently associated with participation were parental ethnicity, parental education, family type, and family socio‐economic status. Six modifiable ‘process’ factors with consistent associations with participation were parental mental and physical health functioning, parental self‐efficacy beliefs, parental support, parental time, family preferences, and activity orientation. Interpretation: Rehabilitation professionals should direct their focus towards modifiable family factors as primary targets for family‐centred interventions. Strategies that can improve families’ access to information, counselling, and community support services are likely to support children's participation by empowering families and optimizing their health and well‐being. (Edited publisher abstract)