Search results for ‘Subject term:"learning disabilities"’ Sort:
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The use of photovoice with people with intellectual disabilities: reflections, challenges and opportunities
- Authors:
- POVEE Kate, BISHOP Brian J., ROBERTS Lynne D.
- Journal article citation:
- Disability and Society, 29(6), 2014, pp.893-907.
- Publisher:
- Taylor and Francis
Photovoice is part of the growing use of participatory research approaches with people with intellectual disabilities. In this paper we explore the process, opportunities and challenges associated with the use of photovoice with people with intellectual disabilities, illustrated through a research project entitled ‘This Is Me’. Photovoice requires researchers to share power and control in the research process and to tolerate uncertainty. Large investments in time and money are also required. These challenges, however, are outweighed by the benefits of the use of photovoice with people with intellectual disabilities. Photovoice creates a space where people with intellectual disabilities can meaningfully participate and exert control in the research process, and as such is an empowering experience. As a participatory research approach, photovoice is accessible and offers the opportunity for people with intellectual disabilities to develop new skills, confidence and experience inclusiveness in their own terms. (Publisher abstract)
Implementation of active support in Victoria, Australia: an exploratory study
- Authors:
- MANSELL Jim, BEADLE-BROWN Julie, BIGBY Christine
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 38(1), 2013, pp.48-58.
- Publisher:
- Taylor and Francis
Active support is an effective intervention to support engagement of residents with intellectual disability in group homes. This survey explored resident characteristics of the people supported by organisations implementing active support, the provision of active support, its procedures and systems, and resident engagement in meaningful activity and relationships. Information was collected through questionnaires and direct observation of 33 group homes from 6 organisations in Victoria, Australia, with a 5–10-year history of implementing active support. Residents with lower support needs were engaged with little staff contact or assistance. Use of active support systems and structures was mixed. Only one organisation consistently provided good active support. Administrative systems and structures are not sufficient to change staff interaction and thus resident experience. Shared supported accommodation services may represent an inefficient use of resources for more able residents, as staff resources are not maximised to support for resident engagement. (Publisher abstract)
Inclusion in political and public life: the experiences of people with intellectual disability on government disability advisory bodies in Australia
- Authors:
- FRAWLEY Patsie, BIGBY Christine
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 36(1), March 2011, pp.27-38.
- Publisher:
- Taylor and Francis
In the last decade, Australian governments have used disability advisory bodies as a means to canvass the views of people with disability and involve them in the process of policy making. This study explored the political orientations that members with an intellectual disability bring to disability advisory bodies and their experience of participating, in order to consider the types of support necessary to facilitate their participation. The 9 main participants were the only people with an intellectual disability who were members of disability advisory bodies in Australia in 2005. 2 or more in-depth interviews were conducted with each of them. 12 people associated with the participants' membership of the advisory body, including support workers and other members, were also interviewed. 3 political orientations were identified: democratic orientation (participation as a right), professional orientation (participation as a status symbol) and communitarian orientation (participation as the role of a community member). The participants found the work hard but rewarding, encountered both practical and intangible obstacles to participation, and received varying types of support. The article discusses the findings, with examples from the interviews, including experiences of participation, challenges and types of participation support.
Australian implementation and evaluation of active support
- Authors:
- STANCLIFFE Roger J., et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 20(3), May 2007, pp.211-227.
- Publisher:
- Wiley
In this article the implementation and evaluation of Active Support in Australia is reported, the first such formal evaluation outside the UK. Residents and staff of five group homes participated. Active Support was introduced by training staff in one home at a time. Effectiveness was assessed using direct observation of resident engagement in activity and of staff help, as well as written assessments of resident outcomes. Staff help and resident engagement increased in four of five group homes. There was significantly greater participation in a wider variety of domestic activities, as well as more frequent and varied community participation. Change in resident engagement was positively related to change in staff help, but not related to residents’ level of adaptive behaviour. Most of the findings were consistent with earlier UK studies. There was evidence of the successful transfer of Active Support training skills to an Australian training team. Nonsignificant trends towards reduced depression and increased adaptive behaviour warrant further investigation.
Deinstitutionalisation of persons with intellectual disabilities: a review of Australian studies
- Authors:
- YOUNG Louise, et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 23(2), June 1998, pp.155-170.
- Publisher:
- Taylor and Francis
Provides a quantitative review of Australian studies on deinstitutionalisation and community of living persons with intellectual disabilities. Thirteen studies from eight separate projects were identified from a comprehensive literature search. Results found community-based placements were associated with increased adaptive behaviour, greater community participation, and improved contact with family and friends. There was little or no change in problem behaviour, health, or mortality. The results are consistent with similar reviews from studies conducted in the USA and UK support the development of community-based services for persons with intellectual disability.
Communicating with people with an intellectual disability in guardianship board hearings: an exploratory study
- Authors:
- SHADDOCK A.J., et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 23(4), 1998, pp.279-293.
- Publisher:
- Taylor and Francis
People with an intellectual disability are frequently involved in various meetings about their welfare. These meetings range from formal, e.g. Guardianship Board Tribunals, to somewhat informal, e.g. meetings to plan and educational programme. Very often, those who attend these meetings do not know the person well - in fact they may be meeting the person for the first time. This article describes Australian research on a strategy (know as Biala) for ensuring that the participants in such forums interact sensitively and communicate effectively with the person with a disability.
“Living the life I want”: a framework for planning engagement with people with intellectual disability and complex support needs
- Authors:
- DEW Angela, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 32(2), 2019, pp.401-412.
- Publisher:
- Wiley
Background: Self‐determination involves autonomy, agency, choice and control. This study investigated how these aspects of self‐determination relate to engaging people with intellectual disability and complex support needs in setting goals and making plans. Method: Body mapping was used to understand the planning experiences of 30 adults with intellectual disability and complex support needs. Each participant created two body maps using a guided group‐based process. Visual and text data were thematically analysed and a framework for planning engagement developed. Results: The framework identifies the centrality of having a well‐developed sense of self which includes insight, motivation and agency, and which is shaped by contextual barriers and facilitators and influenced by helpful and unhelpful support. Conclusions: A well‐developed sense of self and ability to harness resources and people is fundamental to the ability of individuals with intellectual disability and complex support needs articulating goals, identifying aspirations, and attaining valued outcomes. (Edited publisher abstract)
Fumblings and faux pas: reflections on attempting to engage in participatory research with people with an intellectual disability
- Authors:
- DOROZENKO Kate P., BISHOP Brian J., ROBERTS Lynne D.
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 41(3), 2016, pp.197-208.
- Publisher:
- Taylor and Francis
Background: Reflexivity is fundamental to developing methodologically and ethically sound research and is particularly important for researchers exploring experiences of oppression. Method: The authors offer reflections on the process of engaging in participatory research with people with an intellectual disability (ID). A reflexive journal was maintained throughout the duration of a research project that used photovoice and conversational interviewing to explore the identities and social roles of 18 members of an advocacy agency for people with ID.Results Challenges and tensions arose throughout the research process, including difficulties reproducing “ideal” participatory research, issues of informed consent, and tensions surrounding the beneficiaries of the research. Broader social processes were mirrored in interactions with the members, and damaging stereotyped identities were unknowingly imposed. Conclusions: Self-awareness and critical reflection is necessary to ensure that the existing power relations in traditional disability research (and wider society) are not replicated during the research process. (Edited publisher abstract)
Engaging young people with Autism Spectrum Disorder in research interviews
- Authors:
- HARRINGTON Caitlin, et al
- Journal article citation:
- British Journal of Learning Disabilities, 42(2), 2014, pp.153-161.
- Publisher:
- Wiley
This study draws on the first author's doctoral research on the mainstream schooling experiences of young people with autism spectrum disorder (ASD) and their parents in Queensland, Australia. The aims are to share some of the practical strategies that were adapted and developed to engage the young people in the research and to critically reflect on what this means for future inclusive methodological approaches in this area. The key message is that diagnostic-related assumptions about impairments can lead researchers to develop strategies which exclude or restrict rather than maximise participation of disabled people in research. To enable young people with ASD to provide rich and meaningful insights researchers need to acknowledge and plan creatively and flexibly for the interactive dynamic that is unique to each individual as well as for needs which might be shared. (Publisher abstract)
Learning outcomes for students of school leaving age in special schools: a preliminary study of stakeholders' perceptions
- Author:
- DOWRICK Magaret K.
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 29(4), December 2004, pp.293-305.
- Publisher:
- Taylor and Francis
A process was developed for ascertaining and measuring desirable learning outcomes for Australian students of school leaving age attending special schools. This paper reports upon the first part of the process, which involved a wide range of stakeholder representatives (including teachers, teachers' aides, principals, parents, Technical and Further Education (TAFE) teachers, community representatives and the students) being brought to the point of consensus as to what the outcomes should be. The process was applied in three special schools and the overall findings are discussed. While the three stakeholder groups identified over 30 outcomes as desirable for their students, the seven most important learning outcomes were Communication, Community Living, Financial Management, Independent Living, Interpersonal Skills, Literacy and Personal Development. The stakeholder representatives collectively identified 93 representative indicators (or teaching objectives) from these seven outcomes.