Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 11 - 20 of 362
Belonging through sport participation for young adults with intellectual and developmental disabilities: a scoping review
- Authors:
- ZHAO Winnie Mai, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 34(2), 2021, pp.402-420.
- Publisher:
- Wiley
Background: Research suggests that sport facilitates belonging for diverse athletes. This scoping review characterizes literature on sport participation and belonging for young adults with intellectual and developmental disabilities. Materials and Methods: A search of five databases identified 17,497 articles. Selected articles (N = 39) underwent data extraction and analysis guided by a theoretical framework of belonging, outlining four processes through which belonging is experienced by individuals with intellectual and developmental disabilities. Results: Articles originated from developed countries and in the context of Special Olympics (N = 17). Studies commonly used qualitative interviews with proxy respondents. While all studies described at least one belonging process, only 11 studies applied the term “belonging,” and no study defined the construct. Conclusion: Belonging is not well‐conceptualized in sports literature for athletes with intellectual and developmental disabilities. Understanding belonging through sport participation for this population may inform sport‐based policies and programming. (Edited publisher abstract)
Risk factors for falls among adults with intellectual disabilities: a narrative review
- Authors:
- POPE John, TRUESDALE Maria, BROWN Michael
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 34(1), 2021, pp.274-285.
- Publisher:
- Wiley
Background: The prevalence of falls involving people with intellectual disabilities (ID) is high in comparison with the general population. There has been little evidence to date on the contributing risk factors. The objective of this review was to identify risk factors for people with intellectual disabilities. Method: Literature searches were conducted using electronic databases to explore evidence on the subject, and narrative synthesis was employed to analyse the results. Results: Seven risk factors were identified: decreasing physical ability, epilepsy, paretic conditions, impulsiveness, previous falls, incontinence and non‐use of assistive equipment. Thematic analysis identified factors across the four concepts: the person, the situation, ongoing and protective factors. Conclusion: Factors for falls involving people with intellectual disabilities are dynamic and multifactorial. Some are specific to the population; however, further research is required to develop the understanding of the possible reasons. The findings have implications across policy, education, practice and research. (Edited publisher abstract)
Dedifferentiation and people with intellectual disabilities in the Australian National Disability Insurance Scheme: bringing research, politics and policy together
- Author:
- BIGBY Christine
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 45(4), 2020, pp.309-319.
- Publisher:
- Taylor and Francis
Background: Dedifferentiated policy treats adults with intellectual disabilities as part of the larger group of people with disabilities. The implications of the dedifferentiated National Disability Insurance Scheme (NDIS) for adults with intellectual disabilities are explored. Methods: Analysis of peer reviewed and grey literature between 2014 and 2020 about design of the NDIS and outcomes. Results: Many participants experienced problems with NDIS implementation. Outcomes for adults with intellectual disabilities compared poorly to other groups. They were disadvantaged by standardised planning processes relying on self-expressed needs and omission of supported decision making. As the NDIS matures, it is becoming more differentiated but issues relevant to adults with intellectual disability remain largely invisible. Conclusions: Further shifts towards standardised planning and functional assessment may be disadvantageous for adults with intellectual disabilities for whom support needs are dependent on social and contextual factors, and exercise of choice on support for decision making. (Edited publisher abstract)
Assistive technology: stakeholder report: administrators
- Author:
- EDYBURN Dave L.
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2020
- Pagination:
- 11
- Place of publication:
- Manchester
Assistive technologies (AT) are specialised products designed for people with special educational needs and disabilities. This stakeholder report describes the findings of the rapid literature review relevant for administrators. Its purpose is to provide administrators with insights about the use of AT in educational settings in order to facilitate the effective delivery of AT devices and services for pupils and learners with special educational needs and disabilities. Topics covered include: what is assistive technology; developing awareness; AT is a high-leverage practice; support for struggling students; AT assessment protocols; universal accessibility; connections between AT, ICT, and UDL; and action steps. (Edited publisher abstract)
Persons with intellectual disability in prison
- Author:
- SPREAT Scott
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 11(4), 2020, pp.233-237.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to examine the prevalence with which individuals with intellectual disability are housed in jails and prisons. Design/methodology/approach: This was a literature review of individuals with intellectual disability who are in prison. Findings: Persons with intellectual disability are imprisoned approximately seven times more frequently than would be expected by their prevalence in the general population. Research limitations/implications: Factors likely to contribute to this overrepresentation are reviewed, including need for supports and acquiescence of people with intellectual disability. Practical implications: People who have intellectual disability do not receive needed supports and services in prison. Social implications: Supports are needed to end this overreliance on prisons to support people who have intellectual disability. Originality/value: The paper highlights the magnitude by which imprisonment exceeds the level that would be expected from population prevalence alone. It highlights the problems associated with insufficient funding and supports. (Edited publisher abstract)
What works in community health education for adults with learning disabilities: a scoping review of the literature
- Authors:
- OWENS Rebecca, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 33(6), 2020, pp.1268-1283.
- Publisher:
- Wiley
Background: Research suggests there is insufficient good quality information regarding the effectiveness of health education aimed at adults with intellectual disabilities. By analysing the literature, this review aimed to identify what constituted effectiveness in this context. Method: Relevant evaluations were extracted from bibliographic databases according to pre‐specified criteria. Papers were analysed using QSR NVivo 11 by developing a narrative synthesis and analytic framework that identified and explored text addressing the research question. Results: Twenty‐two studies were included. The review identified two broad components of effective health education: mechanisms and context. Mechanisms included embedded programme flexibility, appropriate and accessible resources, and motivational delivery. An effective context included an accessible and supportive environment and longer term opportunities for reinforcement of learning. Conclusions: Important gaps in the literature highlighted a need for further research addressing community learning experiences of adults with intellectual disabilities as well as the effectiveness of infection prevention programmes. (Edited publisher abstract)
A literature review about the prevalence and identification of people with an intellectual disability within court Liaison and Diversion services
- Authors:
- MARSHALL-TATE Karina, et al
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 11(3), 2020, pp.159-169.
- Publisher:
- Emerald
Expert consensus is that people with an intellectual disability are over represented across the criminal justice setting (CJS). Primary research studies have been conducted in police stations and prisons, but little is known about the prevalence of this population in the court setting. The purpose of this paper is to conduct a literature review to find out more about the prevalence of defendants with an intellectual disability in court. Design/methodology/approach: A literature review was conducted using standard systematic review methodology (Julian et al., 2011) and the PRISMA reporting guidelines (Moher et al., 2009).Findings: Two papers met the inclusion criteria and were critically appraised. The papers reported prevalence findings ranging from 10%–20%.Research limitations/implications: Differences in study design, sampling, recruitment and diagnostic criteria affect the ability to make comparisons or synthesise findings.Practical implications: It is important that future primary and secondary research studies standardise operational terms to enable true comparison between studies, systematic reviews and evidence syntheses.Social implications: Defendants with an intellectual disability need to be identified to enable criminal justice professionals to make reasonable adjustments to proceedings and consider diversion and alternative disposal options. This will likely improve outcomes for this population and reduce recidivism.Originality/value: This literature review contributes to the growing evidence base about meeting the criminal justice needs of people with a learning disability and recognition of the increased prevalence across the CJS and specifically within the court setting. (Edited publisher abstract)
Resilience in the face of adversity in adults with an intellectual disability: a literature review
- Authors:
- SCHEFFERS Femke, VUGT Eveline van, MOONEN Xavier
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 33(5), 2020, pp.828-838.
- Publisher:
- Wiley
Background: Persons with an intellectual disability are at a higher risk of experiencing adversities. The concept of resilience offers promising insights into facilitating personal growth after adversity. The current study aims at providing an overview of the current research on resilience and the way this can contribute to quality of life in people with intellectual disability. Method: A literature review was conducted in the databases PsycINFO and Web of Science. To evaluate the quality of the studies, the Mixed Method Appraisal Tool (MMAT) was used. Results: The themes, autonomy, self‐acceptance and physical health, were identified as internal sources of resilience. External sources of resilience can be found within the social network and daily activities. Conclusion: The current overview shows promising results to address resilience in adults with intellectual disability. More research is needed to identify the full range of resiliency. (Edited publisher abstract)
People with intellectual disabilities’ experiences of psychological therapy: a systematic review and meta-ethnography
- Authors:
- EVANS Lauren, RANDLE-PHILLPS Cathy
- Journal article citation:
- Journal of Intellectual Disabilities, 24(2), 2020, p.233–252.
- Publisher:
- Sage
- Place of publication:
- London
The effectiveness of a range of psychological models adapted for use with people with intellectual disabilities has been well documented. A number of studies have used qualitative methods to examine people with intellectual disabilities’ experiences of these adapted interventions. Such research is important for identifying service users’ views on the helpful and challenging aspects of psychological interventions to ensure that they meet the needs of people with intellectual disabilities. To consolidate this research, a systematic review using a meta-ethnographic approach was undertaken. A systematic search identified 16 relevant studies. These studies were reviewed, critically appraised and key themes were extracted. Five key concepts were identified: adapting to therapy, the therapeutic environment, group dynamics, the therapeutic relationship and the impact of therapy on life. The need for further consideration of power differentials within the therapeutic relationship and further adaptations to ensure accessibility of therapy for people with intellectual disabilities is discussed. (Publisher abstract)
Online risk for people with intellectual disabilities
- Author:
- CHADWICK Darren David
- Journal article citation:
- Tizard Learning Disability Review, 24(4), 2019, pp.180-187.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to summarise the current state of empirical knowledge pertaining to online risk and cybercrime relating to people with intellectual disabilities (ID). Design/methodology/approach: This narrative review summarises, synthesises and critically evaluates the current literature and state of knowledge and offers suggestions for extending current knowledge and practice. Findings: Evidence regarding risk for people with ID is limited but growing. Existing findings highlight that: risk may increase contingent upon higher levels of sociability, loneliness, anxiety and depression, poorer insight, judgement, discrimination and ability to detect deception online and reduced experience and life opportunities; people without ID perceive high online risk for people with ID, which may lead to gatekeeping restrictions and controlling digital access; restriction may potentially impede online self-determination, participation and development by people with ID; and experience of risk may enhance awareness, independence and resilience in managing future online risk amongst people with ID. Further research work is needed in this area to enhance understanding of risk experience and effective support strategies. Originality/value: This review of current knowledge has highlighted the necessity for more research to better understand the propensity for engagement in different risky online behaviours and to better inform support practices to help people with ID to manage risk whilst maintaining digital inclusion. (Publisher abstract)