Search results for ‘Subject term:"learning disabilities"’ Sort:
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Staff experience of the implementation of intensive interaction within their places of work with people with learning disabilities and/or autism
- Authors:
- BERRIDGE Samantha, HUTCHINSON Nick
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 34(1), 2021, pp.1-15.
- Publisher:
- Wiley
Background: Intensive interaction is an approach used to develop the communication and social inclusion of those who are pre‐verbal. It is used in a variety of settings by healthcare and educational staff. Method: A systematic search was conducted to identify and review the literature which explores staff experiences of intensive interaction being implemented within their places of work. Thematic synthesis was utilized to synthesize the findings. Results: Nine papers were included. Three higher‐order themes were generated: “Personal Doubt, Discordance & Discomfort,” “A Turning Point” and “Needing Implementation at All Levels.” Conclusions: There were consistent findings across a range of settings. Findings suggest that intensive interaction is rewarding for staff and beneficial to those that they work with. Implementation was sometimes perceived to be challenging and this review attempts to highlight solutions with guidance of the literature. Limitations largely relate to heterogeneity of the papers and methodological limitations are discussed. (Edited publisher abstract)
Advancing social inclusion in the neighbourhood for people with an intellectual disability: an exploration of the literature
- Authors:
- OVERMARS-MARX Tessa, et al
- Journal article citation:
- Disability and Society, 29(2), 2014, pp.255-274.
- Publisher:
- Taylor and Francis
The shift from segregated facilities to community settings did not automatically lead to social inclusion for people with an intellectual disability (ID). Policies are increasingly decentralized but little is known about the factors that are important to realize social inclusion in the neighbourhood. This literature study identifies five domains barriers and facilitators for social inclusion in the neighbourhood: individual characteristics, informal network, professional care, neighbourhood characteristics, and government policies. The findings suggest that social inclusion in the neighbourhood is a dynamic process that shows a series of complex interactions between environmental factors and personal characteristics to provide opportunities for people with an ID. It is recommended to include the perspectives of people with an ID and other neighbourhood residents in future research on social inclusion. Specific attention is needed for the role of neighbourhood social capital in achieving social inclusion in the neighbourhood. (Publisher abstract)
Social inclusion and people with intellectual disability and challenging behaviour: a systematic review
- Author:
- BIGBY Christine
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 37(4), December 2012, pp.360-374.
- Publisher:
- Taylor and Francis
Noting that the high risk of social exclusion for people with intellectual disability is compounded for those with challenging behaviour, this systematic literature review examined how social inclusion of people with intellectual disability and challenging behaviour has been researched and operationalised in the literature. It also aimed to explore the evidence about the extent of social inclusion of this group. 14 papers reporting community inclusion outcomes for people with challenging behaviour were identified through database searches, and thematic analysis was used to synthesise and interpret the findings. The article includes a table summarising the key features of the studies included in the review. It reports that the analysis found that social inclusion had been poorly defined and measured, and that the little research that had occurred in respect of people with challenging behaviour had demonstrated their potential to be socially included. The author discusses the implications of the findings, with particular reference to practice in Australia.
How people with intellectual and developmental disabilities on collaborative research teams use technology: a rapid scoping review
- Authors:
- HWANG I-Ting, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 35(1), 2022, pp.88-111.
- Publisher:
- Wiley
Background: the researchers conducted a rapid scoping review to identify how inclusive research teams use technology during the research process that could support remote collaboration during public health emergencies like the COVID-19 pandemic. Method: the researchers searched three databases and conducted a hand search. Two independent reviewers screened 1498 abstracts and titles for inclusion criteria; 81 full text articles were further reviewed; 47 were included. The researchers extracted information about each type of technology, categorised technology used during the research process, and documented described accommodations. Results; the researchers identified 47 articles and 94 examples of technologies used by people with intellectual and developmental disabilities throughout the research process: team formation and team function (38), data collection (19), data analysis (17) and dissemination (20). Conclusions: Technology use by team members with intellectual and developmental disabilities demonstrates promise for remote research collaborations during public health and climate emergencies and teams with members living in diverse locations. (Edited publisher abstract)
The added value of inclusive research
- Authors:
- WALMSLEY Jan, STRNADOVA Iva, JOHNSON Kelley
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(5), 2018, pp.751-759.
- Publisher:
- Wiley
Background: The study asks when does inclusive research add value? The authors argue that this is important, given the additional time and cost of co‐researching with people with intellectual disabilities. The study is situated in debates about a “second generation” of inclusive research which advocates focussing more on outcomes than process. The authors argue that this is premature, rather the authors propose that inclusive research is valuable when it helps to recognize, foster, and above all communicate the contributions people with intellectual disabilities can make. Method: The authors conducted a literature review of 52 peer‐reviewed journal articles about inclusive research and analysed them. Results: The authors conclude that inclusive research adds value when there is a distinctive contribution which only co‐researchers with intellectual disabilities can make, when it highlights the contributions people with intellectual disabilities make, and when it contributes to better lives for the wider population of people with intellectual disabilities. Conclusions: The authors propose a revised definition of inclusive research to replace that published by Walmsley and Johnson in 2003. (Edited publisher abstract)
People with learning disabilities and ‘active ageing’
- Authors:
- FOSTER Liam, BOXALL Kathy
- Journal article citation:
- British Journal of Learning Disabilities, 43(4), 2015, pp.270-276.
- Publisher:
- Wiley
People with and without learning disabilities are living longer. Demographic ageing creates challenges and the leading policy response to these challenges is ‘active ageing’. ‘Active’ does not just refer to the ability to be physically and economically active, but also includes ongoing social and civic engagement in the communities of which older people are a part. Active ageing should apply to all citizens, including the experiences of older people with learning disabilities. This literature based paper explores the focus of active ageing discussions in relation to the general population drawing comparisons with the experiences of older people with learning disabilities. It points out that older people with learning disabilities and their experiences are largely missing from broader policy discussions of active ageing. The paper concludes by arguing for inclusive research in active ageing which takes account of the concerns and interests of older people with learning disabilities. (Edited publisher abstract)
Re-thinking community care: the Camphill Village model. A critical appraisal
- Author:
- LYONS Maria
- Publisher:
- Centre for Welfare Reform
- Publication year:
- 2015
- Pagination:
- 37
- Place of publication:
- Sheffield
This discussion paper summarises research on Camphill Communities and looks at some of the positive learning that can be gained from the movement. It ask questions about how we think about concepts like inclusion, community and love. It finds that there is good evidence that there is much to learn from the Camphill movement and that these communities do offer a way of respecting human diversity and equality. It calls for greater openness from researchers and advocates the possibility of greater dialogue and learning. (Edited publisher abstract)
The role of ‘natural supports’ in promoting independent living for people with disabilities; a review of existing literature
- Authors:
- DUGGAN Carmel, LINEHAN Christine
- Journal article citation:
- British Journal of Learning Disabilities, 41(3), 2013, pp.199-207.
- Publisher:
- Wiley
This literature review identifies available evidence on the role of natural supports in promoting independent living for people with disabilities. A search of peer-reviewed literature identified 30 core papers and 16 contextual papers which addressed issues relating to natural supports and their role in facilitating independent living. The papers reveal that the evidence base is limited and focuses heavily on the social networks of people with intellectual disabilities, which typically comprise family, other people with disabilities using services and staff members. People with disabilities themselves call for greater support in establishing and maintaining social relationships in the community. Some initiatives such as peer-based support and befriending schemes are reviewed, mindful that few have been formally evaluated. The issue for policy makers is whether, following decades of deinstitutionalisation, efforts to physically locate people with disabilities within their local communities have come at the price of social inclusion. (Edited publisher abstract)
The internet as social support for older carers of adults with intellectual disabilities
- Authors:
- PERKINS Elizabeth A., LAMARTIN Kimberly M.
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 9(1), March 2012, pp.53-62.
- Publisher:
- Wiley
Social support is a potentially powerful mediator of well-being for family carers. The internet can broaden the opportunities for ageing carers of individuals with intellectual disabilities (ID) to provide support to one another. This review examined what constitutes social support, its importance to older adults, and more specifically carers of those with ID. This review revealed a relative paucity of information regarding support on the internet for ageing carers, particularly for ageing carers for people with ID. It also found the utility of the internet to be utilised as a medium for social support groups. The authors noted that ageing adults can acquire new technological abilities and cognitive benefits when learning new skills. Both older adults and individuals with ID benefit when web sites are attentive to layout and usability. The authors concluded that Internet-based ageing carer support groups that also incorporate educational content should be developed in future.
Exploring the literature on music participation and social connectedness for young people with intellectual disability: a critical interpretive synthesis
- Authors:
- MURPHY Melissa AI, McFERRAN Katrina Skewes
- Journal article citation:
- Journal of Intellectual Disabilities, 21(4), 2017, pp.297-314.
- Publisher:
- Sage
- Place of publication:
- London
Background: This article explores the literature on social connectedness and music for young people with disability. It then critically examines the level of congruence between the reported literature to date and current rights-based disability studies discourse. Method: A critical interpretive synthesis was used to examine 27 articles referencing the use of music for social connectedness. Areas of focus in the review are the nature of connections being fostered in music programmes, the use of voice and collaboration. Results: The majority of music programmes reported on closed groups. Outdated ‘expert’ models of working persist. The use of participants’ voice in the literature is growing, although there is a lack of collaboration and negative reporting. Conclusion: A shift in thinking heralds greater collaboration with participants, although this could be broadened to include decisions on research agendas, planning and evaluation. There is also need for active fostering of broader socio-musical pathways. (Publisher abstract)