Search results for ‘Subject term:"learning disabilities"’ Sort:
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The life experiences of adults with learning difficulties in England
- Authors:
- EMERSON Eric, et al
- Journal article citation:
- Community Connecting, 4, Spring 2006, pp.18-19.
- Publisher:
- Community Connecting
This article briefly reports on the results of a survey which aimed to find out what life is like for adults with learning difficulties in England. The survey interviewed nearly 3,000 adults with learning difficulties.
Exploring the self-concept of adults with mild learning disabilities
- Author:
- PESTANA Claudio
- Journal article citation:
- British Journal of Learning Disabilities, 43(1), 2015, pp.16-23.
- Publisher:
- Wiley
This qualitative study aimed to add to the research on the self-concept of adults with mild learning disabilities and to generate a deeper understanding of their self-perceptions rather than draw generalised quantitative conclusions. Eight adults diagnosed with mild learning disabilities receiving support from a supported living project were interviewed individually using a semi-structured interview. Self-perceptions were examined in the following self-concept domains: social, physical, occupational, cultural and psychological self-concept. The interviews were recorded and transcribed verbatim. The data collected were qualitatively analysed using interpretative phenomenological analysis. The findings revealed that the participants described themselves with mostly positive and some negative attributes in the different self-concept domains. A sample of the participants' responses are presented in each of the domains. (Edited publisher abstract)
How do people described as having a learning disability make sense of friendship?
- Authors:
- MASON Paul, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 26(2), 2013, pp.108-118.
- Publisher:
- Wiley
Eleven adults with learning disabilities age aged between 24 and 62 years (mean = 42) were interviewed to explore what they thought of friendship . All participants were interviewed on a one-to-one basis, with interviews following a semi-structured format. Interpretative Phenomenological Analysis was used to analyse the interview data. Four superordinate themes were identified: the significance of friendship, the effects of friendship on well-being, power dynamics and autonomy. In the social lives of people with learning disabilities, friendships have an important role. Other relationships also have significance. Greater efforts are required to support people with learning disabilities to be able to maintain friendships and follow social pursuits of their own choosing. (Edited publisher abstract)
How employment support and social integration programmes are viewed by the intellectually disabled
- Authors:
- CRAMM J. M., et al
- Journal article citation:
- Journal of Intellectual Disability Research, 53(6), June 2009, pp.512-520.
- Publisher:
- Wiley
Supported employment is intended to facilitate and promote participation and integration of intellectually disabled citizens in society. This study used Q-methodology to investigate their view of the programme. Eighteen respondents with a mild intellectual disability rank-ordered 22 statements representing five main aspects of supported employment. The data were factor-analysed to group respondents according to their views. Q-methodology was a feasible approach that facilitated in-depth conversations with respondents with a mild intellectual disability in a playful manner. Two views on the impact of supported employment on social integration were observed: 'work as participation' and 'work as structure'. The first placed greater value on participation, task variety, belonging, and feeling appreciated; the second placed greater value on working independently, clear working agreements, and friendly co-workers. The views indicate two distinct approaches to effecting a positive relationship between supported employment and social integration. The authors conclude that, from the perspective of people with an intellectual disability, supported employment contributes to self-development and has a positive effect on well-being, albeit in different ways for the individual groups.
Exploring the meaning of trauma with adults with intellectual disabilities
- Authors:
- MITCHELL Anna, CLEGG Jennifer, FURNISS Frederick
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 19(2), June 2006, pp.131-142.
- Publisher:
- Wiley
Previous research investigating post-traumatic stress disorder assumed that adults with intellectual disabilities would react to trauma in the same way as those in the non-disabled population. This study explored the personal experience of trauma in a small group of adults with intellectual disabilities. Semi-structured interviews, developed from a pilot study involving focus groups, were used to interview six adults with mild intellectual disabilities from a clinical population, about their experiences of trauma. The transcripts were analysed using Interpretative Phenomenological Analysis (IPA). A quantitative measure, the Posttraumatic Diagnostic Scale was used in conjunction with the individual interviews. One theme, whether individuals perceived the world to be a dangerous or a safe place, connected the five themes that emerged from the data. The themes were identified as: (i) how the trauma affected me, (ii) I avoid things that remind me of the trauma, (iii) I am prepared for danger in the future, (iv) the tension of talking or not talking and (v) the struggle of who to blame. The results were related to previous theoretical frameworks and the methodological limitations of the research acknowledged. The clinical implications of the findings for disclosure, assessment and therapeutic intervention were discussed.
Adulthood and people with mental handicaps: report of a research project
- Author:
- WALMSLEY Jan
- Journal article citation:
- Mental Handicap Research, 4(2), 1991, pp.141-154.
- Publisher:
- BIMH Publications
Describes a small project which used research interviews to discover the meaning of adulthood to the research participants, five adults with mental handicaps. The project set out to design a research process which would respect their status as adults. The paper focuses on the research process, and the merits and difficulties of the approach are discussed in the context of research methodologies which emphasise the need to redress the power imbalance inherent in more traditional methods.
An ethnography exploring the limits of dedifferentiation in the lives of adults with intellectual disabilities
- Authors:
- BANKS C. A., GOOBERMAN-HILL R., WAINWRIGHT D.
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 45(4), 2020, pp.344-354.
- Publisher:
- Taylor and Francis
Background: Dedifferentiation refers to the trend of positioning people with intellectual disabilities together with other disabled individuals for political purposes, to act as a counter to differentiated approaches. This article explores the influence of dedifferentiation in professional support settings through the lived experiences of people with intellectual disabilities and their staff. Methods: Ethnographic research, including participant observation and interviews, conducted with an intellectual disability social care provider and an independent community café, both based in an area of England. Results: Tensions exist between dedifferentiation aims and the lived experiences of people with intellectual disabilities, who often struggled to achieve in areas including independent community inclusion and paid employment. Conclusion: Dedifferentiation has disadvantages for people with intellectual disabilities. It can underestimate and mask needs that people experience in relation to their disabilities. Policy and professional support might be improved by (1) recognising these limits and (2) incorporating people’s real-world needs into support provision. (Edited publisher abstract)
“Everyone thought I was a very very bad person… no one want to know you like the nurses and doctors”: Using focus groups to elicit the views of adults with learning disability who use challenging behaviour services
- Authors:
- HAYDON-LAURELUT Mark, et al
- Journal article citation:
- British Journal of Learning Disabilities, 45(4), 2017, pp.253-258.
- Publisher:
- Wiley
Accessible summary: 1) The authors wanted to find out what adults with learning disabilities who receive challenging behaviour services thought about challenging behaviour and the services they receive; 2) They met with people in small groups and talked with them about challenging behaviour; 3) There were barriers to attending the groups like services not having enough staff or transport. People in the groups told us what they thought of words like challenging behaviour, what they understood about challenging behaviour services, and what it was like meeting with them. Background: Following scandals such as Winterbourne view, Department of Health, (A national response to Winterbourne View Hospital, 2012) seeks changes in challenging behaviour services. A key part of this change is ensuring people with learning disabilities who use challenging behaviour services have more personalised support and their voices are heard. Materials and Methods: This article describes a study that used focus groups to explore challenging behaviour and challenging behaviour services with people with learning disabilities who used community-based challenging behaviour services. The authors analysed the focus groups using thematic analysis. Results: The authors found three main themes: Engaging with service terminology: the language of Challenging Behaviour; Locating and Framing behaviour; and Engaging with Professionals. Conclusion: People with learning disabilities who receive challenging behaviour services are able to participate in focus groups and tell us about their experiences. Further consideration is required concerning how people with learning disabilities experience their engagement with challenging behaviour services. This study has led to a larger study currently in progress. (Edited publisher abstract)
Co-production and pilot of a structured interview using Talking Mats® to survey the television viewing habits and preferences of adults and young people with learning disabilities
- Authors:
- BUNNING Karen, et al
- Journal article citation:
- British Journal of Learning Disabilities, 45(1), 2017, pp.1-11.
- Publisher:
- Wiley
Background: Capturing the views of people with learning disabilities is not straightforward. Talking Mats® has been used successfully to solicit the views of such individuals. The aim was to co-produce an interview schedule using Talking Mats® on the subject of television-viewing habits and preferences of adults and young people with learning disabilities. A secondary aim was to assess the feasibility of the tool prior to a larger scale survey. Materials and Methods: A co-production process was adopted for the development of the Talking Mats ® interview. Ten adults with learning disabilities were recruited as collaborators. Six people participated in an advisory group that met on six occasions. Four supplementary members reviewed the group's work separately. The collaborators generated vocabulary for the tool, selected the most meaningful graphic symbols and reviewed the categories of television programmes. A script to accompany the Talking Mats® procedure was developed and checked for linguistic complexity. The resulting tool was piloted with five participants. The procedure was video recorded and evaluated for procedural effectiveness. Findings: Review of the video recordings from the pilot study revealed that no participant scored below the minimum effectiveness rating of 12. Areas of difficulty that were noted included: time duration of interview, tangibility of symbols and currency of vocabulary. These triggered a number of recommendations for address in the larger scale survey (Publisher abstract)
How do adults with intellectual disabilities use Facebook?
- Authors:
- SHPIGELMAN Carmit-Noa, GILL Carol J.
- Journal article citation:
- Disability and Society, 29(10), 2014, pp.1601-1616.
- Publisher:
- Taylor and Francis
Social networking sites have potential to support social relationships and self-determination of people with intellectual disabilities. An online research survey was conducted to reach adults with intellectual disabilities who use Facebook and to include their voices about their online experiences, challenges, and preferences. Mixed methods were used for data collection and analysis. Results from 58 respondents indicated that they use Facebook much as non-disabled users do to connect with family members and real-world friends. At the same time, the respondents reported challenges such as privacy setting and literacy demands. The findings and how to make social networking sites more accessible for users with intellectual disabilities are discussed. (Edited publisher abstract)