Search results for ‘Subject term:"learning disabilities"’ Sort:
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Life histories as counter-narratives against dominant and negative stereotypes about people with intellectual disabilities
- Authors:
- STEFANSDOTTIR Guorun V., TRAUSTADOTTIR Rannveig
- Journal article citation:
- Disability and Society, 30(3), 2015, pp.368-380.
- Publisher:
- Taylor and Francis
The history of intellectual disabilities is largely a story of discrimination and social exclusion portraying people with intellectual disability as abnormal and inferior. This article describes a particular methodological approach to inclusive life history research with a small group of women with intellectual disabilities in Iceland. The article documents how, through a four-year collaborative research process, the life histories became counter-narratives to dominant historical beliefs and stereotypes. In addition to the personal empowerment of the women and the construction of a collective memory, this project has also resulted in public sharing of their stories through speaking up and giving presentations, and thus potentially also changing the historical memory. (Publisher abstract)
Older women with intellectual disabilities: overcoming barriers to autonomy
- Authors:
- STRNADOVA Iva, EVANS David
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 12(1), 2015, pp.12-19.
- Publisher:
- Wiley
This study aimed to identify factors both limiting and contributing to a perception of autonomy held by older-aged women with intellectual disabilities. A total of 55 older women with intellectual disabilities resident in New South Wales (Australia) and Czech Republic (Europe) took part in the study. The women were recruited via support groups, employment agencies for persons with disabilities, day centres, sheltered workshops, self-advocacy groups, and nongovernmental organizations. The women were interviewed and the data from the interviews were analysed following a grounded theory approach. The study identified two factors with potential to limit autonomy of women with intellectual disabilities: (1) intra-individual factors (e.g., health issues); and (2) environmental factors (e.g., living arrangements, finances). Drawing on responses from the women, the authors propose factors that may have a potential to strengthen autonomy among these women. The implications of the findings were reviewed and it is suggested that families and service providers should be made aware of ways to support autonomy of older women with intellectual disabilities. (Edited publisher abstract)
Contraceptive choices for women with learning disabilities
- Authors:
- EARLE Sarah, et al
- Publisher:
- Open University. Faculty of Health and Social Care
- Publication year:
- 2015
- Pagination:
- 66
- Place of publication:
- Milton Keynes
This report presents key findings from interviews undertaken with 19 women with learning disabilities about their experiences of contraceptive decision-making. The stories were gathered by an inclusive team of female researchers from the Open University who interviewed women across a range of UK settings.The research looked specifically at why women believe they are receiving contraceptive care, how have women made decisions about what sort of contraception would be useful to them, whether they feel supported to make contraceptive decisions, and the type of support the women have received to understand contraceptive care and its implications. The research found that women’s experiences of contraceptive decision-making vary hugely, as do levels of experience, knowledge and understanding. One key finding reported was that women appreciate staff who will listen carefully to concerns about contraception and relationships and support then to access the best contraception care. Other key findings include that: a few women make very independent choices about sex and contraception and others are supported to make contraceptive choices by family, friends, advocates and health and social care professionals; women are sometimes on contraception because they are not trusted or believed, or because they are thought to be ‘at risk’ of pregnancy and abuse; some women do not receive suitable information or advice to make informed choices and decisions; and some women reported having been forced to use contraception when it was not needed. Drawing on the research finding, the report sets out implications for policy, practice and future research to help support women with learning disabilities to make appropriate contraceptive choices. (Edited publisher abstract)
What helps women who have learning disabilities get checked for cervical cancer?
- Author:
- MONTEITH Elaine
- Publisher:
- Institute for Research and Innovation in Social Services
- Publication year:
- 2015
- Pagination:
- 16
- Place of publication:
- Glasgow
Reports the findings of practitioner research to identify what prevents women with learning disabilities accessing cervical screening in Scotland, and what could assist them in accessing this service. The research methodology was largely qualitative. It involved a literature review and interviews with women with learning disabilities and personal assistants who had supported woman with learning disabilities during their career to gather their views, feelings and attitudes. In total six people were interviewed; three were women randomly selected and all were over the age of twenty-five (the age where women should have been invited to attend at least one cervical screening appointment) with learning disabilities; one of whom had accessed cervical screening services and three personal assistants. Analysis of the data gathered from one-to-one interviews was compared to findings of the studies identified through a literature review. Analysis of the findings from the literature review and the interview process suggest that cervical screening for women with learning disabilities is not routinely accessed. From the data collated and analysed, possible barriers are pain, perceived pain, embarrassment and lack of information that can be easily understood. It is concluded that to best enable women to attend for screening an awareness and education of the importance of attending the appointment for both PAs and people supported should be raised. The paper was produced as part of the PROP2 (Practitioner Research: Outcomes and Partnership) programme, a partnership between the Centre for Research on Families and Relationships (CRFR) at the University of Edinburgh and IRISS covering health and social care in Scotland. (Edited publisher abstract)
Domestic violence and women with learning disabilities
- Authors:
- McCARTHY Michelle, HUNT Siobhan, MILNE-SKILLMAN Karen
- Publisher:
- NIHR School for Social Care Research
- Publication year:
- 2015
- Pagination:
- 4
Summarises the findings of a study on women’s experience of domestic violence. Semi-structured in-depth interviews were conducted with 15 women with mild and moderate learning disabilities who had experienced domestic violence in the previous five years, and had left the violent relationship. The study also draws on an online nationwide survey of care practitioners and police across the UK, exploring their experience of working with women with learning disabilities who had lived with domestic violence, their views on the women’s vulnerability and their reasons for leaving/staying in a violent relationship. The women interviewed reported that the domestic violence they experienced was often severe (including the use of weapons, and violence during pregnancy), frequent and over long periods of time. All forms of domestic violence were reported – physical, sexual, emotional, psychological, financial, coercive control- and typically women would experience multiple forms at the same time. The psychological impact on the women was considerable. All reported low self-esteem and self-worth and many reported developing mental health problems (most commonly anxiety and depression). Some began to self-harm and a minority had had suicidal thoughts and/or had attempted suicide. The husbands or boyfriends of the women in the study did not usually have learning disabilities themselves, but did tend to have other problems such as mental health difficulties, drug and alcohol problems, be unemployed and/or have criminal records. (Edited publisher abstract)
Don't put up with it! Domestic violence and women with learning disabilities
- Authors:
- McCARTHY Michelle, MILNE-SKILLMAN Karen, HUNT Siobhan
- Publisher:
- Media2u
- Publication year:
- 2015
- Pagination:
- 15 minutes 27 seconds
- Place of publication:
- Romsey
A video, made with and for women with learning disabilities in the UK, which describes what domestic violence is and tells women how they can get help. It is based on research which interviewed women with mild to moderate learning disabilities who had been in abusive relationships to explore their experiences and the attitudes and practices of the professionals involved. The video includes interviews with women discussing what they understand about domestic violence. A range of professionals also provide information on the services and support available to women with learning disabilities. These include the police; access to legal advice; help available form healthcare and social services, information about Independent Advocacy Services; and information about the women's refuge Beverley Lewis House in London. (Edited publisher abstract)