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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)
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)
The empty rhetoric of inclusion
- Author:
- JACKSON Robin
- Journal article citation:
- Learning Disability Today, 15(3), May/June 2015, pp.22-24.
- Publisher:
- Pavilion
- Place of publication:
- Hove
The author argues that recent policies of inclusion with learning disabilities risk achieving the opposite effect as they fail to take into account the needs of this population. It raises the lack of specialist training course to equip teachers with the skills to teach pupils with learning disabilities; the marketisation of social care could result in of low cost services and poorly trained staff; the use of CCTV in care homes which could lead to a reduction in the numbers of skilled staff employed; and the financial vulnerability of many care homes, resulting in the ownership of care home falling into fewer hands. (Edited publisher abstract)
Counting inclusion with Chantal Mouffe: a radical democratic approach to intellectual disability research
- Authors:
- SIMPLICAN Stacy Clifford, LEADER Geraldine
- Journal article citation:
- Disability and Society, 30(5), 2015, pp.717-730.
- Publisher:
- Taylor and Francis
As mandates for social inclusion of people with intellectual disabilities remain unfulfilled, many scholars question whether the concept of inclusion is to blame. Critics worry that quantitative measurements of inclusion miss what should count: a meaningful life gained from a sense of belonging. The authors argue that both the concepts of inclusion and belonging embody a communitarian ethos in which citizens mirror the values of their community. In contrast, Chantal Mouffe’s radical democratic approach to inclusion emphasises the importance of difference and the inevitability of exclusion. Mouffe thus offers a way to broaden our approach to social inclusion in the twenty-first century. (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)
Social inclusion through employment: the marketisation of employment support for people with learning disabilities in the United Kingdom
- Author:
- HUMBER Lee Anderson
- Journal article citation:
- Disability and Society, 29(2), 2014, pp.275-289.
- Publisher:
- Taylor and Francis
Employment for people with learning difficulties is considered key to their social inclusion. This contradicts the perceived un-employability of people with learning difficulties that has been part of their social identities throughout their history hitherto. The national rate of employment for people with learning difficulties remains extremely low and has barely changed in the 20 years between 1990 and 2010. This paper investigates links between learning disabilities and employment, drawing on interview-based research. It analyses the quality of experience of the minority in employment to consider whether employment can serve the inclusive purpose expected of it. (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)
Preventing mobility barriers to inclusion for people with intellectual disabilities
- Authors:
- SHERMAN Jean, SHERMAN Sarah
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 10(4), 2014, pp.271-276.
- Publisher:
- Wiley
This article recounts efforts toward inclusion for people with intellectual disabilities and suggests some reasons why these have fallen short. Research has revealed that limited financial resources, inadequate social supports and transportation, and unwelcoming or negative reciprocal attitudes are important community barriers to inclusion. These barriers are significant to all individuals with disabilities but especially to persons with intellectual disabilities. Regarding intellectual disabilities in the context of person–environment interactions, the authors suggest that other significant barriers to community inclusion may be found in the built environment and result from negative attitudes of the professionals responsible for its creation. The authors highlight the need for an integrated and preventive interdisciplinary educational approach, particularly targeting design professionals, as one meaningful step toward creating truly inclusive and disability-friendly communities. (Edited publisher abstract)