Search results for ‘Subject term:"learning disabilities"’ Sort:
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Belonging and reciprocity amongst people with intellectual disabilities: a systematic methodological review
- Authors:
- FULTON Lauren, KINNEAR Deborah, JAHODA Andrew
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 34(4), 2021, pp.1008-1025.
- Publisher:
- Wiley
Background: Social inclusion has been explored using a wide range of theories and methods. Belonging and reciprocity have been identified as key components of social inclusion. This systematic methodological review identifies and evaluates the theoretical frameworks and qualitative approaches adopted to explore belonging and reciprocity in the lives of adults with intellectual disabilities. Method: A systematic search was conducted across ten databases. Screening and quality appraisal were carried out independently by two researchers, and data were extracted to provide detailed accounts of the theories and methods employed. Results: Seventeen papers met inclusion criteria. Clear conceptualisations of belonging and reciprocity were lacking, and these concepts were rarely the focus of the research. Theoretical and methodological shortcomings across this literature were identified and discussed. Conclusions: More nuanced conceptualisations of belonging and reciprocity may be helpful in future research, to better capture the context and meaning of individual lives and relationships. (Edited publisher abstract)
Impact of environmental factors on community participation of persons with an intellectual disability: a systematic review
- Authors:
- VERDONSCHOT M. M. L., et al
- Journal article citation:
- Journal of Intellectual Disability Research, 53(1), January 2009, pp.54-64.
- Publisher:
- Wiley
A systematic literature search was conducted for the period of 1996–2006 in Pubmed, CINAHL and PSYCINFO. Search terms were derived from the International Classification of Functioning, Disability and Health. Three investigators assessed the relevance of the studies identified using predefined selection criteria. Aspects of community participation included were: domestic life; interpersonal interactions and relationships; major life areas; community, civic and social life. Environmental factors included were: products and technology; natural environment and human-made changes to environment; support and relationships; attitudes; services, systems and policies. Out of 236 initial hits, 9 quantitative studies and 2 qualitative studies met the predefined selection criteria and were included in the study. Various research instruments were used in the studies and only one study used a conceptual framework. The review allowed the identification of a number of environmental factors positively affecting participation: opportunities to make choices; variety and stimulation of the environment of facilities; opportunities for resident involvement in policy making; small residential facilities; opportunities for autonomy; vocational services; social support; family involvement; assistive technology; and positive staff attitudes. A number of identified environmental factors negatively affecting participation are: lack of transport and not feeling accepted.
The impact of physical activity and sport programs on community participation for people with intellectual disability: a systematic review
- Authors:
- THOMSON Allyson, et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 46(3), 2021, pp.261-271.
- Publisher:
- Taylor and Francis
Background: This review examined the impact of participation in an intentional physical activity or sport program on community participation and inclusion for people with intellectual disability. Method: Five electronic databases (PsychINFO, PubMed, Medline, CINAHL, AMED) were systematically searched for papers relating to intellectual disability, intentional physical activity, and community inclusion. Results: There were nine eligible papers reporting on seven unique studies conducted in North America, Europe and Australia. Interventions ranged from Special Olympics to an exercise and health education program. Peers without intellectual disability were involved in several programs, and the development of friendships was common among participants with and without disability: these were rarely transferred to the wider community. Conclusions: The identified programs involved substantial commitment of people and infrastructure to support people with intellectual disability in intentional physical activity programs. There was little evidence these programs improved community participation and inclusion for people with intellectual disability. (Edited publisher abstract)
Social networks and people with intellectual disabilities: a systematic review
- Authors:
- HARRISON Rachel Abigail, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 34(4), 2021, pp.973-992.
- Publisher:
- Wiley
Background: Despite the importance of social networks for health and well‐being, relatively little is known about the ways in which adults with intellectual disabilities in the U.K. experience their social networks. Method: A systematic review was completed to identify research focused on the social networks of adults with intellectual disabilities. Studies published from 1990 to 2019 were identified. Studies were thematically analysed. Results: Quantitative, qualitative and mixed methods studies were analysed to identify key factors influencing social networks. Experiences of people with intellectual disabilities identified themes of identity, powerlessness, inclusion, family and support. These themes are discussed with reference to theories of stigma and normalisation. Conclusions: Stigma and normalisation can be used to better understand the needs, desires and dreams of people with intellectual disabilities for ordinary relationships, from which they are regularly excluded. Implications for policy and practice are discussed in relation to building and repairing often spoiled identities. (Edited publisher abstract)
Enhancing social inclusion of young adults with intellectual disabilities: a systematic review of original empirical studies
- Authors:
- LOUW Julia S., KIRKPATRICK Bernadette, LEADER Geraldine
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 33(5), 2020, pp.793-807.
- Publisher:
- Wiley
Background: Social inclusion is regarded as an important determinant of health, particularly for young adults with intellectual disabilities. However, only a limited number of reviews report on the findings of original empirical studies on social inclusion of young adults with intellectual disabilities. This review provides a succinct synopsis of original empirical studies on social inclusion among young adults with intellectual disabilities for the period between January 2013 and January 2019. Methods: Studies were drawn from three electronic databases: ScienceDirect, PubMed and PsycINFO. In addition, hand searches were carried out in several international journals focusing on intellectual disability research. The review included both qualitative and quantitative studies. In all, 24 key studies met the inclusion criteria for this review. The Methodological Quality Checklist developed by Downs and Black (Journal of Epidemiology Community Health, 1998, 52, 377) was used to independently assess study quality, and the Cochrane Collaboration Intervention Clinical Appraisal Form was used to extract data and outcome measures for each study. Results: Among the key findings, structured and organized social inclusion interventions were reported to create better opportunities to engage in social interactions and improve social skills. Moreover, evaluating outcomes on the two core quality‐of‐life domains, that of interpersonal relationships and community participation, were reported to facilitate positive outcomes for social inclusion of young adults with intellectual disabilities. Conclusion: There is a need to do an in‐depth exploration of the potential impact of facilitators that promote social inclusion of young adults with intellectual disabilities, by conducting rigorous empirical investigations. (Edited publisher abstract)
Everyday life of persons with intellectual disability living in residential settings: a systematic review of qualitative studies
- Authors:
- GJERMESTAD Anita, et al
- Journal article citation:
- Disability and Society, 32(2), 2017, pp.213-232.
- Publisher:
- Taylor and Francis
This article presents a systematic review of studies published between November 2010 and November 2014 about the everyday life of adults with intellectual disability as viewed from their own perspective. Everyday life refers to an interdisciplinary concept including approaches attentive to the mundane and to ordinary routines of social relations and practices. Twelve studies met the inclusion criteria. The review was carried out as an interpretive synthesis. Findings from the included studies revealed neglect of participation regarding the wishes, self-determination, choice and control of persons with intellectual disability in their everyday lives. This neglect demonstrates the limitations persons with intellectual disability face as agents and adult citizens in their everyday life, and shows violation of fundamental human rights. (Publisher abstract)
Health and social care interventions which promote social participation for adults with learning disabilities: a review
- Authors:
- HOWARTH Sharon, et al
- Journal article citation:
- British Journal of Learning Disabilities, 44(1), 2016, pp.3-15.
- Publisher:
- Wiley
People with learning disabilities are among the most socially excluded in society. There is a significant gap in research evidence showing how health and social care workers can intervene to improve the social participation of adults with learning disabilities. A systematic review and modified narrative synthesis was used to appraise the quality and outcomes of published studies in this area. Six of eleven included studies showed a positive effect on social participation. Interventions included person-centred planning, alteration of activity patterns, a befriending scheme and skill-based group sessions. The majority of studies were found to have a moderate risk of bias. Further evidence about the effectiveness of interventions is required to inform policy and practice. (Publisher abstract)
Activities and participation in children with developmental coordination disorder: a systematic review
- Authors:
- MAGALHAES L.C., CARDOSO A.A., MISSIUNA C.
- Journal article citation:
- Research in Developmental Disabilities, 32(4), July 2011, pp.1309-1316.
- Publisher:
- Elsevier
Evidence on the activity and participation difficulties of children with developmental co-ordination disorder (DCD) were examined in this systematic review. Forty-four studies reporting on difficulties with activities and participation were identified, mostly as a secondary focus. Few used standardised measures and adequate descriptions of the kinds of difficulties experienced, leading to problems with coding the data. The lack of information and its limited scope mean that there is very little that can be drawn in order to design intervention strategies for children with developmental co-ordination disorder (DCD).
Factors related to self-rated participation in adolescents and adults with mild intellectual disability: a systematic literature review
- Authors:
- ARVIDSSON Patrik, GRANLUND Mats, THYBERG Mikael
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 21(3), May 2008, pp.277-291.
- Publisher:
- Wiley
Self-rated participation is a clinically relevant intervention outcome for people with mild intellectual disability. The aim of this systematic review was to analyse empirical studies that explored relationships between either environmental factors or individual characteristics and aspects of participation in young adults with mild intellectual disability. Four databases were used, 756 abstracts examined and 24 studies were evaluated in-depth. Four aspects of participation were found: involvement, perceptions of self, self-determination and psychological well-being. Reported environmental factors were: social support, choice opportunity, living conditions, school, work and leisure, attitudes, physical availability and society. Reported individual characteristics were adaptive and social skills. The review concludes there is a relative lack of studies of factors influencing self-rated participation and existing studies are difficult to compare because of disparity regarding approaches, conceptual frameworks, etc. For adequate interventions, it seems important to study how profiles of participation are influenced by different patterns of environmental factors and individual characteristics.
Social inclusion of LGBTQ and gender diverse adults with intellectual disability in disability services: a systematic review of the literature
- Authors:
- SMITH Elizabeth, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 35(1), 2022, pp.46-59.
- Publisher:
- Wiley
Background: Lesbian, gay, bisexual, transgender, queer (LGBTQ) and gender diverse adults with intellectual disability experience exclusion within disability services. Objective: This review explores the experiences of social inclusion/exclusion of this cohort in the context of disability services. Search Method: A systematic search was conducted of peer-reviewed research published between January 2014 and April 2019. Five databases returned 66 articles plus three from hand searches. Appraisal and Synthesis: Nine articles were included in this review. The Critical Appraisal Skills Programme tool was used to assess the quality of the research. NVivo 12 was used as a tool to organise the articles. Results: Marginalisation of LGBTQ adults with intellectual disability in western societies is mirrored in disability organisations. There remains a dearth of research into experiences of transgender people with intellectual disability who use disability services. Conclusions: Research into interventions that support the inclusion of this cohort in disability support services is needed. (Edited publisher abstract)