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Evaluating a research training programme for people with intellectual disabilities participating in inclusive research: the views of participants
- Authors:
- FULLANA Judit, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 30(4), 2017, pp.684-695.
- Publisher:
- Wiley
Background: This article presents the results of evaluating a research training programme aimed at developing the skills of people with intellectual disabilities to actively participate in inclusive research. Methods: The present authors opted for a responsive approach to evaluation, using a combination of interviews, questionnaires and focus groups to gather information on the views of students, trainers and members of the research team regarding how the programme progressed, the learning achieved and participants’ satisfaction with the programme. Results: The evaluation showed that most of the participants were satisfied with the programme and provided guidelines for planning contents and materials, demonstrating the usefulness of these types of programme in constructing the research group and empowering people with intellectual disabilities to participate in research. Conclusions: The evaluation revealed that the programme had been a positive social experience that fostered interest in lifelong learning for people with intellectual disabilities. (Publisher abstract)
Clinical and research implications of an investigation into Theory of Mind (TOM) task performance in children and adults with non-specific intellectual disabilities
- Authors:
- JERVIS Nicola, BAKER Martyn
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 17(1), March 2004, pp.49-57.
- Publisher:
- Wiley
Theory of Mind (TOM) has rarely been studied in people with intellectual disabilities. Wherever it has been studied, differing results have been found. These may be attributed to a variety of factors (e.g. the different chronological ages of samples). The validity of relating TOM performance to social behaviour has also been questioned in this population. The aim of this study was to compare TOM scores with chronological age and social ability in an attempt to contribute to current debate. Twenty children were matched individually with 20 adults, all with non-specific intellectual disabilities. The British Picture Vocabulary Scale, Raven's Coloured Progressive Matrices and four TOM tasks were administered to the participants. Their carers were then given various sociability measures to complete. The children achieved significantly higher TOM scores than did the adults. TOM and social ability were significantly positively correlated for the children, but not for the adults. These results are discussed in terms of the different social experiences of adults and children with intellectual disabilities. Longitudinal research in this area is needed to clarify the present findings. If confirmed, the suitability of some TOM tasks used may be questionable, and there are clear implications for staff and client training.
Making it work: strategies for success in supported employment
- Authors:
- JONES Stephanie, et al
- Publisher:
- Pavilion/Joseph Rowntree Foundation
- Publication year:
- 2002
- Pagination:
- 50p.
- Place of publication:
- Brighton
Explores the experiences and strategies for success of supported employees, employers, colleagues and job coaches. The report focuses on the experiences of people with learning difficulties themselves and was carried out in collaboration with members of the self advocacy group People First Wales.
Learning difficulties
- Author:
- WARD Linda
- Journal article citation:
- Research Matters, 15, April 2003, pp.31-36.
- Publisher:
- Community Care
Reports on a research project, 'Journey to Independence', which looked at what people with learning difficulties have found useful in accessing and using direct payments. The project was carried out by a self-advocacy organisation Swindon People First in partnership with the Norah Fry Research Centre at the University of Bristol, with support from the Community Fund. The project also provided the project team with research skills needed to carry out the research, and provides important lessons for those wanting to increase the involvement of people with learning difficulties in research that concerns them.