Search results for ‘Subject term:"learning disabilities"’ Sort:
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Micro-recognition, invisibility and hesitation: theorising the non-encounter in the social inclusion of people with intellectual and developmental disabilities
- Author:
- BLONK Laurine
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 46(1), 2021, pp.6-14.
- Publisher:
- Taylor and Francis
Background: Often, people with and without intellectual disabilities do not mingle. Research has mostly focused on how to foster “convivial encounters” for social inclusion, but further thinking is needed on situations in which potential encounters do not take place. Method: Discussion of philosophical and urban sociological literature on social interaction in public. Results: In non-encounters, people give subtle non-verbal cues in situations of physical proximity. This can both lead to hurtful experiences of invisibility and positive experiences of micro-recognition. In spite of best efforts, people can position others unintendedly as “strange,” which leads to hesitation. Conclusions: This analysis highlights how non-encounters can be both socially inclusive and exclusive. In spite of best intentions, interactions in public spaces also come with tensions. The question of how to transform social culture to encompass difference remains significant. (Edited publisher abstract)
One social network, two perspectives: social networks of people with Down syndrome based on self‐reports and proxy reports
- Authors:
- ROLL Anne E., KOEHLY Laura M.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 33(6), 2020, pp.1188-1198.
- Publisher:
- Wiley
Background: For people with intellectual disabilities (ID), social networks play a key role in facilitating social inclusion, health, and quality of life. This study shows that a multi‐informant approach to collecting social network data improves our understanding of the social worlds of people with Down Syndrome (DS). Method: A mixed methods egocentric network approach was employed to investigate 27 dyads comprised of people with DS and their family members as proxy reporters to examine variability in network characteristics across self‐ and proxy reports. Results: The self‐reported total network size of people with DS was significantly smaller than the network size based on proxy reports. Significant differences were found between self‐ and proxy‐reported networks with respect to most relationship groups. Proxy informants reported more “paid staff”. Conclusion: Our study showed that multiple perspectives on the social networks of people with DS are advantageous for researchers, policy makers, and practitioners. (Edited publisher abstract)
Effects of vocational training on a group of people with intellectual disabilities
- Authors:
- GOMES-MACHADO Maria Luiza, et al
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 13(1), 2016, pp.33-40.
- Publisher:
- Wiley
Intellectual disability (ID) is the most restraining disability for professional inclusion, mainly due to the lack of adaptive skills focused on the work environment observed in people with ID. The aims of this study were (i) to describe and analyse the effects of a vocational training program on the adaptive behaviour of people with ID and (ii) to evaluate the social impact of employability on the life of the employees with ID. Participants were 43 people with mild or moderate ID, age between 18 and 28 years. The Supports Intensity Scale was applied at two stages: T1-Pretraining and T2-Posttraining, while the Social Impact Questionnaire was used at the third stage, after employment (T3 Postinclusion). The authors found that there were differences in total scores between stages T1 and T2 in relation to all the adaptive skills assessed, with a reduction of around 50% in the need for support. One year after inclusion in the labour market (T3), participants were still employed, with significant improvements in such aspects as learning, autonomy, affective and social development, as well as in family and community relations. The vocational training contributed to the global development of persons, favouring their professional inclusion, and as a result, sustenance, autonomy, and a decrease in the need for assistance and support. (Edited publisher abstract)
Finding the sparkle: storytelling in the lives of people with learning disabilities
- Author:
- GROVE Nicola
- Journal article citation:
- Tizard Learning Disability Review, 20(1), 2015, pp.29-36.
- Publisher:
- Emerald
The ability to tell a story, whether personal or fictional, is a skill which can enable people to build a sense of identity, friendship, community and self-advocacy. However, narrative is rarely prioritised in services. This paper describes two approaches to the development of storytelling for people with learning disabilities used by the charity Openstorytellers - Learning to Tell and StorysharingTM. Reflections from interviews are used to illustrate how individuals view their experiences as storytellers, and the benefits that come in the wake of learning to tell and listen to stories. Storytelling led to an increased sense of purpose, confidence, communication and value. The findings are based on subjective perceptions by the people concerned, and were not obtained through independent research. However, they represent a first step towards evaluating the impact of multidimensional interventions. (Edited publisher abstract)
Inclusion or outcomes? Tensions in the involvement of people with learning disabilities in strategic planning
- Authors:
- FYSON Rachel, FOX Liz
- Journal article citation:
- Disability and Society, 29(2), 2014, pp.239-254.
- Publisher:
- Taylor and Francis
Social inclusion is a key principle that underpins the provision of services for people with learning disabilities in England. Learning Disability Partnership Boards, which are responsible for local strategic planning of learning disability services, hold a particular role in promoting inclusion since they are required both to operate inclusively and to achieve inclusive outcomes. This study sought to explore the extent to which these ambitions for inclusion were being achieved. It consisted of three phases: a scoping exercise to elicit the views of key stakeholders; a postal survey of Partnership Boards (response rate 51%); and semi-structured interviews with Partnership Boards members in six local authorities. Findings suggest that Partnership Boards are struggling to fulfil their dual role, with tensions emerging between the desire to operate in fully inclusive ways and the ability to affect strategic change within local services. (Publisher abstract)
What does Big Society mean for people with learning disabilities?
- Authors:
- RUNSWICK-COLE Katherine, GOODLEY Dan
- Journal article citation:
- Learning Disability Today, 13(4), July/August 2013, pp.24-25.
- Publisher:
- Pavilion
- Place of publication:
- Hove
A new research project project aims to assess what Big Society means for people with a learning disabilities, the challenges and opportunities they may face and how they fit into it. The research is funded by the Economic and Social Research Council (ESRC) and will be carried out over the next two years. Four universities will be involved in the project: University of Sheffield, Manchester Metropolitan University (MMU), the University of Bristol and Northumbria University. This article describes the main aims of the project and the main phases of the research. (Original abstract)
The Stage Life: promoting the inclusion of young people through participatory arts
- Authors:
- STICKLEY Theodore, CROSBIE Brian, HUI Ada
- Journal article citation:
- British Journal of Learning Disabilities, 40(4), December 2012, pp.251-258.
- Publisher:
- Wiley
This article discusses the “Stage Life” participatory arts programme for people attending a day services provision in Nottinghamshire. It was provided in a local disused cinema acquired by the local authority for community-based activities amongst disadvantaged groups. The Stage Life aimed to build the community arts capacity for young adults with learning disabilities by introducing approximately fifty people to participatory arts activities over a period of 2 years. A multimethod ethnographic approach was used to phenomenologically capture the impact of the Stage Life upon individuals’ lives, as well as capture people’s opinions and ideas regarding taking part in the activities. The research describes the effects upon people who were engaged with the programme. Positive benefits are reported both on a personal and on a social level. The authors concluded that joining in with arts activities helped people with learning disabilities to feel a part of the community.
Exploring the reliability and validity of the Social–Moral Awareness Test
- Authors:
- LIVERSEY Alexandra, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 25(6), November 2012, pp.553-570.
- Publisher:
- Wiley
People with learning disabilities may face significant difficulties integrating into community settings. One reason may be that individual may not understand the complexities of human behaviour and intentions and thus find themselves open to exploitation or in vulnerable social situations. The aim of this paper is to introduce the social–moral awareness test (SMAT), a measure designed for assessing socio-moral rule knowledge and reasoning in people with learning disabilities, and to provide preliminary evidence of its reliability and validity. Seventy-one participants with mild–moderate learning disabilities completed the 2 scales of the SMAT and 2 False Belief Tasks for Theory of Mind. The findings showed that the reliability of the SMAT was very good, and that the scales were uni-dimensional in factor structure. There was a significant positive relationship between Theory of Mind and both SMAT scales. Further research is required to support these preliminary findings.
An initial evaluation of a long-term, sustainable, integrated community-based physical activity program for adults with intellectual disability
- Authors:
- LANTE Kerrie A., et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 36(3), September 2011, pp.197-206.
- Publisher:
- Taylor and Francis
The Creating a Sporting Change (CASC) programme is a joint project between RMIT university and the Bundoora Netball and Sports Centre which aims to provide people with an intellectual disability with the opportunity to participate in a physical exercise programme in a community-based setting. The aim of this paper is to explore the physical and psychosocial benefits gained by 2 individuals with mild ID who participated in this programme over a period of 2 years. The participants attended the CASC programme once a week, during which time they wore an accelerometer to collect data on their physical activity. In addition, on 2 separate occasions the participants wore an accelerometer for 7 consecutive days. To explore the psychosocial outcomes gained from participating in CASC, the participants and their caregivers were interviewed about their participation experiences. The findings showed that, across time, there was a decrease in the amount of light activity engaged in during sessions, with participants gradually increasing their moderate to vigorous activity. Psychosocial benefits, including meeting new people and gaining social acknowledgement were reported by the participants and their caregivers.
How adults with learning disabilities view living independently
- Authors:
- BOND Rebecca J., HURST Jenni
- Journal article citation:
- British Journal of Learning Disabilities, 38(4), December 2010, pp.286-292.
- Publisher:
- Wiley
It is seen as increasingly important for people with learning disabilities to be supported to live independently and manage their own self care, productivity and leisure activities. The aim of this study was to research the views of people with learning disabilities about the reality of living independently and to hear their stories. Semi-structured interviews were held with nine adults with mild learning disabilities who lived alone with minimal or no formal support at home. Their narratives were analysed using thematic analysis and seven themes emerged. These were: feelings on living alone; practical issues; support issues; choice and control; vulnerability; health issues; and the impact of having a learning disability. The participants related that they often have difficulties in their everyday lives, and they can sometimes struggle to manage their health, safety and to undertake practical tasks associated with independent living. However, they were very clear in their desire to remain living independently. The participants talked about service providers needing to be aware of their vulnerability and wanted people to respect their right to make their own choices. The issues raised reflect the need for support to enable increased social inclusion for people, and getting the level of support right.