Search results for ‘Subject term:"learning disabilities"’ Sort:
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Continuing the conversation: coaching for excellence in community inclusion
- Author:
- ARRIEN Angeles
- Journal article citation:
- Community Connecting, 10, September 2007, pp.26-27.
- Publisher:
- Community Connecting
This article discusses the role person centred coaching can play in enabling person centred plans to be more effective in changing the everyday experience of people with learning disabilities.
Applying the self‐determination theory to develop a school‐to‐work peer mentoring programme to promote social inclusion
- Authors:
- FISHER Marisa H., et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 33(2), 2020, pp.296-309.
- Publisher:
- Wiley
Social inclusion of individuals with intellectual and developmental disabilities (IDD) is related to positive mental health and social outcomes; yet, individuals with IDD experience societal barriers that limit opportunities for community participation. Providing opportunities for interactions between individuals with and without IDD through peer mentoring may diminish barriers and improve community inclusion. Guided by the self‐determination theory, the current report describes the development of a peer mentoring programme to promote the natural process of building intrinsic motivation and personal growth through opportunities for individuals without disabilities to socialize with individuals with IDD on a large university campus and throughout the surrounding community. The theoretical framework that informed the development of the peer mentoring programme is described, as well as the participants, the setting in which the programme is situated, the structure of the programme, the initial impacts and improvement of the programme over time, including approaches to sustainability, and implications for future research and practice. (Edited publisher abstract)
Efficacy of a peer-guided exercise programme for adolescents with intellectual disability
- Authors:
- STANISH Heidi I., TEMPLE Viviene A.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 25(4), July 2012, pp.319-328.
- Publisher:
- Wiley
Despite substantial evidence to support the importance of physical activity, relatively few American youth meet national targets for exercise. In addition, activity declines during the transition from adolescence to young adulthood. Young people with intellectual disabilities are no exception. It has been proposed that offering programmes in inclusive community settings involving peers may help to promote socialisation and encourage youth with intellectual disabilities to engage in exercise. This study examined the efficacy of a YMCA-based, peer-guided exercise training programme. Canadian adolescents with intellectual disabilities and typically developing peer partners provided reciprocal support during 1-h exercise sessions that included aerobic exercise, weight training and stretching activities. Team Up for Fitness was conducted 2 days/week for 15 weeks and pre- and post-test fitness was assessed. The ten male and ten female participants had mild to moderate intellectual disabilities and were aged between 15 and 21 years. There were significant improvements in curl-ups, 6-min walk and BMI. Exercise session attendance was high and participants typically completed all of the prescribed aerobic and stretching exercises; weight training exercises were completed less consistently. The authors conclude that this peer-guided model integrates social and instructional support for adolescents with intellectual disabilities and may encourage exercise participation in community settings.
Intergenerational mentoring at Men's Sheds: a feasibility study
- Authors:
- WILSON Nathan J., et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(1), 2018, pp.e105-e117.
- Publisher:
- Wiley
Background: This study reports on the feasibility of an intergenerational mentoring programme for youth with intellectual disability (ID) aimed at developing skills and building networks. Methods: Youth with ID were paired with older male mentors who were trained to support the mentees participate in activities and social interactions during weekly sessions. The authors interviewed the mentees and mentors, and assessed them on a range of outcomes using standardised measures. Results: Interviews highlighted that the programme presented a great “opportunity” for the mentees and mentors. The participants described facilitators and challenges to the acquisition of practical skills by mentees and the development of relationships between mentors and mentees, including communication, transportation and mentor training. The youth with ID had difficulty completing the self-report measures. Conclusions: Mentoring programmes are viable to support youth with ID during the transition to adulthood; however, refinement is required in the rollout out of a pilot intervention. (Edited publisher abstract)
Mentors' experiences of using the Active Mentoring model to support older adults with intellectual disability to participate in community groups
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 38(4), 2013, pp.344-355.
- Publisher:
- Taylor and Francis
Background: Social inclusion is a widely acknowledged goal; who is best positioned to provide support and how support is delivered are key questions. Using Active Mentoring training, members of community groups mentored a person with intellectual disability and supported their inclusion in that group. Methods: Interviews with 14 mentors explored their experiences of supporting a previously unknown person with intellectual disability to participate in their community group. Findings: The core theme was No Different From Us. Mentors saw beyond the disability, they valued others, were community leaders, and had intrinsic qualities. With some basic orientation to the task, mentors were able to support the inclusion of their mentee in the group. Conclusion: Community members are willing to support people with intellectual disability to join their community groups. The Active Mentoring training is one way of harnessing the goodwill of community groups and their members to include people with intellectual disability to participate on an individual basis in community groups. (Publisher abstract)
The potential for active mentoring to support the transition into retirement for older adults with a lifelong disability
- Authors:
- WILSON Nathan J., et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 35(3), September 2010, pp.211-214.
- Publisher:
- Taylor and Francis
Older people with a lifelong disability, such as intellectual disability, face significant barriers to enjoying ‘active ageing’ as they transition into retirement. Active ageing involves enhancement of quality of life through optimising the health, participation, and security of individuals and populations. Within Australia, few formalised and funded government supports or policies exist to assist older people with a disability transition into retirement. The authors propose that the creation of access and linkage or ‘community building’ structures within the community that use active support and co-worker training models, could overcome some of the barriers. They suggest that participation in generic community and/or volunteer groups is potentially an avenue for people with a lifelong disability to enjoy active ageing opportunities. However they will need more support than most other retirees to be able to participate fully. It is therefore suggested that members of the community or volunteer groups could be trained to act as mentors using active support and co-worker training models.
Intergenerational mentoring for young adult males with intellectual disability: Intervention description and outcomes
- Authors:
- WILSON Nathan J., et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 45(2), 2020, pp.99-109.
- Publisher:
- Taylor and Francis
Background: Gaining employment can be challenging for young adults with intellectual disability (ID). This study reports on a mentoring intervention to help counter barriers to employment. Method: A single-group, pre-post design was used. Eighteen young men with mild to moderate ID joined a local Men’s Shed and were assigned a Shed member as their mentor. Pre- and post-measures assessed quality of life, loneliness, personal wellbeing and workplace adjustment. Techniques from the Behaviour Change Taxonomy were used to provide support to both mentee and mentor. Results: There was a significant improvement in the community domain of quality of life. There were no significant differences in loneliness, wellbeing or workplace adjustment. Mentees attended more social events independently, and increased skills and community participation. Conclusion: By providing targeted and graded support to the mentee-mentor dyad, community-based interventions can provide a sense of community and develop workplace skills for young people with ID. (Edited publisher abstract)