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How far can social role valorisation theory help in transition planning for a school‐leaver with significant special needs?
- Authors:
- CONNAUGHTON Helen, CLINE Tony
- Journal article citation:
- British Journal of Learning Disabilities, 49(1), 2021, pp.80-86.
- Publisher:
- Wiley
Background: Research suggests that, in spite of legislation, the process of transition from school is problematic for most young people with disabilities. Best practices in transition emphasise the importance of providing personalised transition supports. This study, which took place in Ireland, aimed to explore the application of social role valorisation (SRV) theory to the transition process for one school leaver with a moderate Intellectual Disability. Materials and Methods: A single case research design was used. Data was collected over a period of nine months through interviews, observations and document analysis. Thematic analysis based on SRV principles and themes was conducted to analyse the data. Results: This research found that, while the participant experienced many of ‘the good things of life’ by the end of the project, she had fewer relationships and a more limited social life than would be typical for an 18 year old. In addition, she was restricted in her post‐school choices in spite of her enhanced image, competencies and valued social roles. Conclusions: This study suggests that, while SRV theory is useful in guiding the transition process, it may need to be adapted in order to reconcile with more contemporary movements in the field of disability, such as the Social Model of Disability and Inclusion, if it is to become a guiding theory in the delivery of personalised supports during the period of transition from school to adult life. (Edited publisher abstract)
The lived experience of people with intellectual disabilities in post-secondary or higher education
- Authors:
- CORBY Deirdre, TAGGART Laurence, COUSINS Wendy
- Journal article citation:
- Journal of Intellectual Disabilities, 24(3), 2020, pp.339-357.
- Publisher:
- Sage
- Place of publication:
- London
The transformational role education plays in the lives of people with intellectual disabilities has not been fully examined. The purpose of this study was to explore and investigate the meanings people with intellectual disabilities construct of their experiences in post-secondary and higher education. Heideggerian hermeneutic phenomenology was the qualitative methodology adopted for the study. Individual interviews were conducted with 27 people with intellectual disabilities and analysed in stages. These stages included the creation of I-Poems offering a unique opportunity for individual participant voices to be heard. Three core themes emerged to describe living an authentic life: learning (with the emphasis on increased skills, independence and opportunities); relationships (in particular, the importance of friendships), and perceptions including the existing realities of life for those with intellectual disabilities. The findings advance previous work highlighting the link between living a more authentic life and how education transforms how people with intellectual disabilities view themselves. (Publisher abstract)
A rights-based conceptual framework for the social inclusion of children and young persons with an intellectual disability
- Authors:
- BROWNE Michael, MILLAR Michelle
- Journal article citation:
- Disability and Society, 31(8), 2016, pp.1064-1080.
- Publisher:
- Taylor and Francis
There is a basic principle that all children and young persons with intellectual disabilities should be able to enjoy citizenship on an equal basis with others. This includes enjoying personal dignity and exercising choice, control and freedom in social, community and cultural life, in keeping with their individual lifestyle preferences and aspirations. There is a need for a stronger human rights narrative to achieve this. This article identifies a conceptual framework for a rights-based approach to the integration of children and young persons with disabilities. Seven components of such a framework are identified: citizenship and social inclusion; recognition; agency; voice; capabilities; equality; and self-realisation. This framework was developed as part of an Irish case study involving consultation with young persons with intellectual disabilities, their parents or guardians and professional staff delivering support services. The rights of children/young persons with intellectual disabilities are essentially those of children generally. While this principle may be obvious in many respects, its implementation presents significant challenges. The need for a transformative narrative and its components are outlined. (Publisher abstract)
Sexuality and personal relationships for people with an intellectual disability. Part I: service-user perspectives
- Authors:
- HEALY E., et al
- Journal article citation:
- Journal of Intellectual Disability Research, 53(11), November 2009, pp.905-912.
- Publisher:
- Wiley
Despite philosophical shifts towards person centred care and the consequent recognition of sexual autonomy for people with an intellectual disability (ID), there continue to be social and cultural barriers to sexual expression. This first part of a two-part study assessed the sexual knowledge, experiences and aspirations of service users. It also looked at their perceptions of impediments to achieving sexual autonomy. Thirty-two participants (20 male, 12 female) attending an ID service in Ireland participated in focus groups delineated by gender and banded by age group (13–17 years; 18–30 years; 31+ years). Service users, especially those over the age of 18 years, seemed to have an understanding of their sexual rights and identified some social and cultural barriers that they felt prevent them from achieving sexual autonomy. Most wanted a relationship. Those under 18 years had only rudimentary knowledge of sexuality issues, for example pregnancy, but had similar friendship and marriage aspirations to the older group. Family and staff attitudes appeared to be very influential in the views of respondents. All service users had received some form of sex education, although the benefits seemed greatest for those over 18 years. The authors stress the importance of sex education training and promotion of positive attitudes among staff carers and families towards appropriate sexual expression.
Understanding challenging behaviour: perspectives of children and adolescents with a moderate intellectual disability
- Authors:
- BYRNE Alison, HENNESSY Eilis
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 22(4), July 2009, pp.317-325.
- Publisher:
- Wiley
The present study examines understanding of challenging behaviour among a sample of children and adolescents with a moderate intellectual disability, and investigates their behavioural intentions towards peers with challenging behaviour. The study involved the collection of quantitative and qualitative data. In the quantitative part of the study participants (n = 39) completed a modified Friendship Activity Scale (FAS) following the presentation of vignettes depicting individuals with challenging and non-challenging behaviour. In the qualitative part of the study, participants (n = 31) took part in a semi-structured interview that sought their views on the causes of the challenging behaviour described in one of the vignettes. Analysis of the data from the FAS indicates that participants have significantly more positive intentions towards a vignette character that does not engage in challenging behaviour. Content analysis of the qualitative data indicates that participants hold a variety of beliefs about the causes of challenging behaviour. Suggestions include the possibility that it is a response to transient emotional states and to external events. The authors conclude that the findings are consistent with the findings of other studies on young people's understanding of and attitudes towards peers with atypical behaviour. The theoretical and clinical implications for young people with intellectual disabilities are discussed.
Transition stories: voices of school leavers with intellectual disabilities
- Authors:
- SCANLON Geraldine, DOYLE Alison
- Journal article citation:
- British Journal of Learning Disabilities, 49(4), 2021, pp.456-466.
- Publisher:
- Wiley
Background: The principal destinations for school leavers with intellectual disabilities from special schools in Ireland are further education (FE) through providers such as the National Learning Network or training and employment (TE) within adult day services and rehabilitation centres. In 2015, a number of inherent barriers to participation in FE/TE for young people with intellectual disabilities were identified. These were found to be linked to attitudes, stigma and low expectations of their capabilities. This resulted in the development of a supported transition model WALK PEER (Providing Equal Employment Routes). Methods: This study explored the experiences of school leavers with intellectual disabilities who were engaging with the WALK PEER model. Data were collected from a purposive sample of 31 students with intellectual disabilities from two special schools: Group 1 (Pre-transition) students in the penultimate year of formal education, Group 2 (Transitioning) students in the final year of formal education and Group 3 (Post-transition) had left school two years previously. Findings: Engaging in the supported transition programme provided young people with access to information, options, confidence and some of the hard and soft skills required for successful transition into education and employment contexts. Conclusions: The findings demonstrate a strong correlation between support programmes, transition planning and positive transitions, which is critical if young people with intellectual disabilities are to realise their goals. The research proposes a new model of “Supported Transition” that has clear implications for the development of a national transition policy as directed by the Comprehensive Employment Strategy. (Edited publisher abstract)
Lone parent carers of people with intellectual disabilities in the Republic of Ireland
- Authors:
- KELLY Fionnola, et al
- Journal article citation:
- British Journal of Learning Disabilities, 37(4), December 2009, pp.265-270.
- Publisher:
- Wiley
This paper describing the changes over a 10-year period in the proportion of children and adults living with lone parent carers compares demographic changes as reflected in the national census of 2001 and 2006. Data is drawn from the National Intellectual Disability Database that operates in the Republic of Ireland, a unique tool within Europe, which provides an opportunity to examine trends over time for a total population in excess of 25 000 people with intellectual disabilities and their care arrangements. Since 1996, the amount of children and young people under 20 years of age with intellectual disabilities living with lone parents has doubled, where in 2006 nearly one-in-five were in lone parent households. These figures, whilst lower than for the general population, reflect similar demographic trends. The increase in lone parenting is more noticeable amongst people who have mild rather than moderate to profound intellectual disabilities, and for those families living outside the Greater Dublin area. The implications for providing equitable and supportive family-centred services to this population of parent carers are discussed.
Opening up a whole new world for students with intellectual disabilities within a third level setting
- Authors:
- O'BRIEN Patricia, et al
- Journal article citation:
- British Journal of Learning Disabilities, 37(4), December 2009, pp.285-292.
- Publisher:
- Wiley
This study investigates the experiences of students with intellectual disabilities gaining access into a university setting, specifically Trinity College Dublin. The qualitative study, of 19 students aged between 19 and 48 years, aimed to understand the phenomenon of inclusion for the students with intellectual disabilities completing a 2-year certificate course entitled, Certificate in Contemporary Living. The perceptions of the students, family members and tutors were captured through focus groups, questionnaires, and use of Photovoice and document analysis. Triangulation of the multiple sources of data was used as well as open, axial and selective coding for thematic analysis. The student, as well as family members and tutors, found that inclusion within a university setting led the students to see themselves more alike than different to their peers, feeling more accepted, more competent and more socially networked. Vital to the development of friendships was a mentoring programme. The aspect of the certificate programme that supported students to participate in a range of undergraduate classes is described, and how this strategy continues to be researched is outlined. By being included within a university setting opens up new possibilities for students who have previously experienced marginalisation, such inclusion is a cogent way to promote ability.
Sexuality and personal relationships for people with an intellectual disability. Part II: staff and family carer perspectives
- Authors:
- EVANS D. S., et al
- Journal article citation:
- Journal of Intellectual Disability Research, 53(11), November 2009, pp.913-921.
- Publisher:
- Wiley
There appears to be little evidence that current service provision is matching recent ideological shifts that encourage appropriate sexual expression for people with an intellectual disability (ID). This second of a two part study used a questionnaire to assess the attitudes of staff and family carers. Case scenarios were presented to parents or siblings (n = 155) and staff carers (n = 153) of people with an ID in the west of Ireland; most were female. Staff carers tended to be more open to discussing sexuality and relationships with service users compared to family carers. They also suggested more environmental (e.g. insufficient training) than service-user characteristics (e.g. low cognitive ability) as impediments to these discussions. There were significant attitudinal differences between staff and family carers and between younger and older carers. Staff carers were more likely to support service-user engagement in intimate and non-intimate relationships whereas the majority of family carers (80%) showed a preference for low levels of intimacy. Overall the attitudes of staff carers more closely matched those promoted by ideological developments but differences in attitudes between carer groups could lead to inconsistent approaches to the management of sexuality. The authors conclude that there is continued need to provide staff and family carers with opportunities for dialogue and an ongoing need for training in the area of sexuality.
Linking user and staff perspectives in the evaluation of innovative transition projects for youth with disabilities
- Authors:
- McANANEY Donal F., WYNNE Richard F.
- Journal article citation:
- Journal of Intellectual Disabilities, 20(2), 2016, pp.165-182.
- Publisher:
- Sage
- Place of publication:
- London
A key challenge in formative evaluation is to gather appropriate evidence to inform the continuous improvement of initiatives. In the absence of outcome data, the programme evaluator often must rely on the perceptions of beneficiaries and staff in generating insight into what is making a difference. The article describes the approach adopted in an evaluation of 15 innovative projects supporting school-leavers with disabilities in making the transition to education, work and life in community settings. Two complementary processes provided an insight into what project staff and leadership viewed as the key project activities and features that facilitated successful transition as well as the areas of quality of life (QOL) that participants perceived as having been impacted positively by the projects. A comparison was made between participants’ perceptions of QOL impact with the views of participants in services normally offered by the wider system. This revealed that project participants were significantly more positive in their views than participants in traditional services. In addition, the processes and activities of the more highly rated projects were benchmarked against less highly rated projects and also with usually available services. Even in the context of a range of intervening variables such as level and complexity of participant needs and variations in the stage of development of individual projects, the benchmarking process indicated a number of project characteristics that were highly valued by participants. (Publisher abstract)