Search results for ‘Subject term:"learning disabilities"’ Sort:
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Supporting positive sexual health for persons with developmental disabilities: stories about the right to love
- Authors:
- SITTER Kathleen C., et al
- Journal article citation:
- British Journal of Learning Disabilities, 47(4), 2019, pp.255-263.
- Publisher:
- Wiley
Background: Although sexual rights are human rights, persons with developmental disabilities are often excluded from developing positive sexual health due to societal attitudes, stigma, a lack of education and limited opportunities. Methods: As a part of a 12‐month participatory action research study in a western Canadian province, nine adults with developmental disabilities and three allies created videos that explored the dimensions of sexual health as experienced by people with developmental disabilities. Participants were involved in all stages of the filming process. The filming topics identified by the participants emerged as the core research themes. Results: Persons with developmental disabilities often have limited opportunities to develop and nurture intimate relationships. Participants also identified that: (a) a lack of support from caregivers, (b) a lack of education about sexual health, (c) ableist spaces and (d) the absence of agency policies that acknowledge and protect sexual rights create further obstacles. Conclusions: Inclusive practices where the sexual rights of persons with developmental disabilities are respected and celebrated are critical in promoting positive sexual health. For many agencies, this requires reframing policies and programmes that include acknowledging and protecting the sexual rights of persons with developmental disabilities. While providing accessible pedagogical opportunities about sexual health was identified as important, ensuring curriculum delivery for support workers, as well as educating families and caregivers about the importance of sexual health and inclusion, is paramount, where the views and opinions of persons with developmental disabilities are at the forefront of the process. (Publisher abstract)
Sexually silenced no more, adults with learning disabilities speak up: a call to action for social work to frame sexual voice as a social justice issue
- Authors:
- TURNER George W., CRANE Betsy
- Journal article citation:
- British Journal of Social Work, 46(8), 2016, pp.2300-2317.
- Publisher:
- Oxford University Press
This qualitative study provides insight into the personal experiences and perceptions of adults with learning difficulties regarding their social-sexual lives. Case studies of five adults with learning difficulties based on two in-depth interviews and a home observation revealed five key elements needed to have a sexual voice: sexual self-advocacy, sexuality education, sexual script, sexual vocabulary and sexual-relational support. Social workers are encouraged to see sexual voice for adults with intellectual disabilities as a social justice issue. Challenging structural systems that contribute to marginalisation is fundamental to the efforts of social workers to advance human rights and social justice. Social work educators can increase student competency around advocacy related to disability and sexuality as well as assisting clinicians to improve their practice skills in these areas. (Publisher abstract)
The unexplored sexuality of people with learning disabilities in Malta: realities and possibilities
- Author:
- AZZOPARDI Claire
- Journal article citation:
- Learning Disability Today, 12(1), December 2011, pp.24-28.
- Publisher:
- Pavilion
- Place of publication:
- Hove
A sexually developing person with learning disabilities must be supported in order to learn social etiquette with the aim of establishing friendships and forming relationships. This paper describes how the societal attitudes of Maltese people towards the sexuality of people with learning disabilities is affecting their desire to live independent, fulfilled lives. The paper presents results from a small qualitative study, using verbal reports and semi-structured interviews, designed to allow participants to talk about issues they felt were most important to them. Participants reported experiencing negative attitudes towards them when out in the community. Inaccessible social and entertainment venues were reported to hinder the social opportunities available. Local transport for wheelchair users was reported to be limited. The paper concludes that services need to promote an inclusive society, backed up by policies to promote equal opportunities, in order that the general Maltese public are more tolerant towards people with learning and physical disabilities.
'A Right to Know'. Facilitating a relationship and sexuality programme for adults with intellectual disabilities in Donegal
- Authors:
- GARDINER Tina, BRADDON Eileen
- Journal article citation:
- British Journal of Learning Disabilities, 37(4), December 2009, pp.327-329.
- Publisher:
- Wiley
This paper outlines the experiences of facilitators of a relationship and sexuality education pilot programme with adults with intellectual disabilities at 2 training centres in North West Ireland. Describing the context and development of the programme taking place in socially isolated communities, where religion still holds a large influence, this paper outlines the challenges faced, and the feedback it received. The programme, where each session lasted about 2.5 hours, addressed the problems intellectually disabled people faced when discussing sexuality, allowing them to talk to care workers even though it was a difficult and embarrassing subject. The programme also gave parents and carers training to support people with intellectual disabilities, and to inform them of the rights of those with disabilities. Feedback from both groups was positive.
Accessible article: involving people with learning disabilities in research
- Authors:
- GARBUTT Ruth, et al
- Journal article citation:
- British Journal of Learning Disabilities, 38(1), March 2010, pp.21-34.
- Publisher:
- Wiley
This article is about research on sex and relationships for people with learning disabilities. It explains how people with learning disabilities have been fully involved in the research.
Defining 'sexualized challenging behavior' in adults with intellectual disabilities
- Authors:
- LOCKHART Karen, et al
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 6(4), December 2009, pp.293-301.
- Publisher:
- Wiley
Given their connotations of criminal intent or insight, the terms "sexual offending" and "abuse" are problematic in their applicability to people with learning disabilities. The authors propose adopting the term "sexualised challenging behaviour" and define it by using empirical methods. Using a qualitative methodology, they examined a six-month sample of service-based documentation reporting problem sexual behaviours. They also conducted semi-structured interviews with a staff-based sample and explored their views in relation to sexual behaviour. Common themes emerged across both documentation and staff interviews regarding the nature and characteristics of such behaviours. Their proposed definition encompasses a continuum of self- and other-directed behaviours related to touch, exposure, and communication, which they view as distinct from sexual offending. The findings further suggest that sexualised challenging behaviours have distinct characteristics that differentiate them from nonsexualised challenging behaviours. The authors conclude that sexualised challenging behaviours can be defined as a distinct class of behaviours that require further study among a broader cohort of adults with learning disabilities.
'May we please have sex tonight?'– people with learning difficulties pursuing privacy in residential group settings
- Author:
- HOLLOMOTZ Andrea
- Journal article citation:
- British Journal of Learning Disabilities, 37(2), June 2009, pp.91-97.
- Publisher:
- Wiley
Many residential group settings for people with learning difficulties do not provide individuals with the private space in which they can explore their sexual relationships in a safe and dignified manner. Lack of agreed private spaces seriously infringes the individual's human rights. Many people with learning difficulties who lack privacy have no other option but to escape to isolated public or semi-private spaces to be sexually active. This places individuals at risk. It is suggested that self-advocacy driven policy guidance must be developed which must require residential services to review their practice to ensure that they accommodate residents' need for privacy, whilst supporting them to lead safe sexual relationships.
'Now I'd like to sleep with Rachael' - researching sexuality support in a service agency group home
- Author:
- HAMILTON Carol Anne
- Journal article citation:
- Disability and Society, 24(3), May 2009, pp.303-315.
- Publisher:
- Taylor and Francis
Many intellectually disabled people living in agency services require significant forms of support to live safe and satisfying sexual lives. Research reveals that despite support personnel working in service systems now holding largely positive attitudes towards sexuality assistance, proactive practice is rarely initiated. This article probes what might lie within this attitude/assistance gap. This investigation reveals a complex picture of practices that rely on intellectually disabled people showing conformation to a 'couple doing normal' ideal, so as to be judged capable of being supported. It examines how wider social locations of meaning related to 'intellectual disability' and 'sexuality' might substantiate these judgement calls. The degree to which it can be said that worker's own attitudes and values underpin their reluctance to provide support is then explored. Finally, why researchers and practitioners might need to reappraise the complex interactions that shape worker's practice in this area is discussed.
Equalities scoping study
- Author:
- FOUNDATION FOR PEOPLE WITH LEARNING DISABILITIES
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2010
- Pagination:
- 23p., bibliog.
- Place of publication:
- London
The Office of the National Co-Directors for Learning Disability asked the Foundation for People with Learning Disabilities to look at whether the experiences of adults with learning disabilities and their families were getting better in the context of Valuing People Now and its associated Equality Impact Assessment. Databases and other resources were used to identify articles, reports, websites and information focusing on specific topics in relation to people with learning disabilities: ageing and older people; gender; sexual orientation and identity; religion, belief and spirituality; race, culture and ethnicity; and relationships, sex and parenting. For each topic, the report sets out evidence of action or change since January 2009, emerging issues, and examples of good practice. The report includes brief discussion of the issues raised.
A comprehensive guide to intellectual and developmental disabilities
- Authors:
- BROWN Ivan, PERCY Maire
- Publisher:
- Paul H. Brookes
- Publication year:
- 2007
- Pagination:
- 768p., bibliog.
- Place of publication:
- Baltimore, MD
This comprehensive textbook on children and adults with learning disabilities contains contributions from over 70 authors. These include experts, disability leaders and family members. Its forty five chapters are organised in five main sections. The first section, an overview of intellectual and developmental disabilities, covers: definitions, an historical overview of intellectual disabilities, human rights and advocacy. The second section contains individual chapters on a range of different conditions including Down Syndrome, Fragile X Syndrome, Autism, Aspergers Syndrome, Foetal Alcohol Spectrum Disorder, and ADHD. Section three, support and intervention, includes chapters on person-centred support, behavioural interventions, and the role of diversity in psychological assessment and intervention. Section four covers development of disabilities through the life span and chapters include early childhood, education, transition to adult life, sexuality, parenting and ageing. Section five, which is on health, includes chapters on: the ethics of consent, physical health, nutrition and the implications of Alzheimer's Disease for people with Down Syndrome and other intellectual disabilities. A final chapter in section six discusses current advances and a vision for the future. The publication is relevant for a wide audience, including students, direct care staff, social workers, academics and policy makers.