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Assouline I, Morin D. Attitudes of direct support professionals and management staff towards intellectual disability in specialised services. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2024; 37:e13292. [PMID: 39169528 DOI: 10.1111/jar.13292] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2023] [Revised: 07/02/2024] [Accepted: 07/29/2024] [Indexed: 08/23/2024]
Abstract
BACKGROUND Attitudes towards intellectual disability play an important role in the social inclusion and well-being of persons with intellectual disability. Few studies have examined attitudes of staff working in the specialised service industry, which may have an even greater impact. This study aimed to better understand these attitudes. METHODS A sample of 157 direct support professionals and 38 managers working with persons with intellectual disability completed the Attitudes Toward Intellectual Disability Questionnaire (ATTID; Morin, Rivard, et al. (2013). Journal of Intellectual Disability Research, 57, 279-292). Attitudes were assessed along affective, cognitive, and behavioural dimensions. RESULTS Results revealed generally positive attitudes in both groups, but more paternalistic attitudes among managers and less positive attitudes in the general population. Positive attitudes were associated with level of education, frequency and quality of contact, and knowledge about intellectual disabilities. CONCLUSION Workplace training programs addressing the aetiology of intellectual disability and interventions promoting self-determination may help enhance staff attitudes towards intellectual disability.
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Affiliation(s)
- Isabelle Assouline
- Department of Psychology, Université du Québec à Montréal, Montreal, Quebec, Canada
| | - Diane Morin
- Department of Psychology, Université du Québec à Montréal, Montreal, Quebec, Canada
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Burningham O, Chen A, Genovesi E, Belay W, Ahmed I, Ayele M, Girma F, Lakew LT, Hanlon C, Hoekstra RA. Inclusive Education for Children with Developmental Disabilities in Ethiopia: Stakeholder Views on Benefits, Disadvantages and Priorities for Action. J Autism Dev Disord 2024:10.1007/s10803-024-06549-2. [PMID: 39325289 DOI: 10.1007/s10803-024-06549-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/29/2024] [Indexed: 09/27/2024]
Abstract
Children with developmental disabilities (DD) including intellectual disability and autism, experience exclusion from social life and education in Ethiopia. Including children with DD in mainstream inclusive classes has potential to expand access to education and uphold their right to learn alongside typically developing peers. However, inadequate support in inclusive settings can hinder their participation and educational achievement. This study explores the perspectives of stakeholders on the ways in which inclusive education can support the needs or exacerbate the challenges of children with DD in Addis Ababa, Ethiopia, and on recommendations to address the challenges. Thirty-nine participants with expertise or experience relevant to children with DD, including caregivers, educators, clinicians and other experts, took part in semi-structured interviews. Their responses were analysed using thematic template analysis. The themes developed identify four aspects which are most relevant to the potential positive and negative consequences of inclusive education for children with DD: learning and development, peer relationships, safety in school and inclusion in society. The themes encompass sub-themes of positive and negative consequences, and suggested improvements to facilitate positive effects. Identified priorities for action include enhanced teacher training, awareness-raising initiatives, tailoring infrastructure and manpower to safeguard children with DD and promoting government focus on successful inclusion. These recommendations can be implemented to facilitate well-structured inclusive education, where children with DD are supported to participate alongside typically developing peers, as well as to safeguard against the potential negative consequences of inclusion, paying sufficient attention to the distinctive needs of children with DD.
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Affiliation(s)
- Olivia Burningham
- Department of International Development, London School of Economics and Political Science, London, UK
| | - Amanda Chen
- St Andrew's Mission School, Singapore, Singapore
| | - Elisa Genovesi
- Department of Psychology, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK.
| | - Winini Belay
- Centre for Innovative Drug Development and Therapeutic Trials for Africa, Addis Ababa University, Addis Ababa, Ethiopia
| | - Ikram Ahmed
- Department of Psychiatry, School of Medicine, College of Health Sciences, WHO Collaborating Centre for Mental Health Research and Capacity-Building, Addis Ababa University, Addis Ababa, Ethiopia
| | - Moges Ayele
- School of Psychology, College of Education and Behavioral Studies, Addis Ababa University, Addis Ababa, Ethiopia
| | - Fikirte Girma
- Department of Psychiatry, School of Medicine, College of Health Sciences, WHO Collaborating Centre for Mental Health Research and Capacity-Building, Addis Ababa University, Addis Ababa, Ethiopia
| | | | - Charlotte Hanlon
- Centre for Clinical Brain Sciences, University of Edimburgh, Edimburgh, UK
| | - Rosa A Hoekstra
- Department of Psychology, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK
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Mallory DB. "Capable of much more": The effects of vocational training on caregiver expectations for neurodivergent dependents in Thailand. PLoS One 2024; 19:e0306141. [PMID: 39018265 PMCID: PMC11253951 DOI: 10.1371/journal.pone.0306141] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/28/2023] [Accepted: 06/11/2024] [Indexed: 07/19/2024] Open
Abstract
Neurodivergence encompasses a spectrum of natural variations in neurological development, including autism, ADHD, and other expressions of cognitive diversity. Caregiver experiences while supporting their neurodivergent dependents critically influence the quality of life outcomes for neurodivergent dependents across life stages, including during the search for work. However, research on caregiver experiences during this stage remains scarce, especially within lesser studied developing contexts like Thailand. This study explored perspectives of Thai caregivers preparing neurodivergent dependents for employment through a focus group (n = 10) of pre-vocational training caregivers and interviews (n = 13) with post-training caregivers. Analysis revealed significant sociocultural factors introducing stigma that affected acceptance, diagnosis, interventions, and policy support. Both groups reported systemic barriers, doubts about future independence, and hopes to increase advocacy and inclusive attitudes. However, caregivers whose dependents had received the training showed marked shifts in their expectations for their dependents' success. Tailored vocational preparation helping dependents exhibit strengths may transform societal views on neurodiversity from deficiency to natural diversity and enable more meaningful, sustainable futures. These insights elucidate caregiver challenges and aspirations, which can better inform supportive research and interventions in Thailand and other non-Western locales.
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Affiliation(s)
- Drew B. Mallory
- Sasin School of Management, Chulalongkorn University, Bangkok, Thailand
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Proctor K, Patel M, Krishna D, Venkatachalapathy N, Brien M, Langlois S. A capacity-building intervention for parents of children with disabilities in rural South India. RESEARCH IN DEVELOPMENTAL DISABILITIES 2024; 150:104766. [PMID: 38821012 DOI: 10.1016/j.ridd.2024.104766] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/02/2023] [Revised: 03/18/2024] [Accepted: 05/22/2024] [Indexed: 06/02/2024]
Abstract
BACKGROUND A disability service organization piloted a parent capacity-building intervention for parents of children with developmental disabilities in rural South India. AIMS To examine the impact of this parent capacity-building group intervention on parent empowerment, peer support, social inclusion, advocacy skills, and the factors influencing these outcomes. METHODS AND PROCEDURES A qualitative study recruited 37 participants from 17 parent groups through convenience sampling. Six focus groups occurred six months post the start of this intervention and explored these parents' experiences with the groups and their perceived impacts. OUTCOMES AND RESULTS Qualitative analysis yielded four main themes and corresponding sub-themes: peer support (feeling peaceful and supported, building self-efficacy), social inclusion (space to share, acceptance and identity), knowledge sharing (increasing awareness, accepting advice), and advocacy (building confidence, making requests). Participation in parent groups provided participants with opportunities to find peer support, utilize knowledge sharing, feel socially included, and build advocacy skills. CONCLUSIONS AND IMPLICATIONS This study provides a greater understanding of the impact and benefits of parent capacity-building interventions in low-resource settings. Results will improve this intervention and guide other organizations in creating similar programs. WHAT THIS PAPER ADDS This paper adds perspectives of parents who are caregivers of children with developmental disabilities in rural South India. More specifically, this paper highlights the impact of a parent-focused intervention in group settings in both rural and urban areas. Parent support group interventions are not common in India and low- and middle-income countries and there is a paucity of literature describing these interventions and their impact. In this study, parents described a need for multifaceted interventions to support their child in the community. These parent groups provided space for caregivers of children with developmental disabilities to make connections, feel validated, and grow confidence to utilize new knowledge or advice shared by other parents to further enhance their lives. Further, parent-group settings provide opportunities to build advocacy skills through timely discussions. Parents reported an increase in feelings of acceptance within the group itself but not within the wider community. This highlights the need for involving the wider community in interventions to promote integration for families with children with disabilities.
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Affiliation(s)
- Katie Proctor
- Department of Occupational Science & Occupational Therapy, Temerty Faculty of Medicine, University of Toronto, Toronto, Canada.
| | - Meera Patel
- Department of Occupational Science & Occupational Therapy, Temerty Faculty of Medicine, University of Toronto, Toronto, Canada.
| | - Dinesh Krishna
- Amar Seva Sangam Ayikudy, Tamil Nadu, India; Department of Family and Community Medicine, University of Toronto, Toronto, Canada.
| | | | - Marie Brien
- Amar Seva Sangam Ayikudy, Tamil Nadu, India.
| | - Sylvia Langlois
- Department of Occupational Science & Occupational Therapy, Temerty Faculty of Medicine, University of Toronto, Toronto, Canada.
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Woolrych R, Li M. Exploring the role of smart cities in supporting ageing-in-place in Chongqing, China. Australas J Ageing 2024; 43:264-270. [PMID: 38500440 DOI: 10.1111/ajag.13301] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2023] [Revised: 02/08/2024] [Accepted: 02/10/2024] [Indexed: 03/20/2024]
Abstract
OBJECTIVE Through interviews with older adults and professionals in Chongqing, China, this paper explores the challenges and opportunities faced by smart cities that undertake to better support ageing-in-place. METHODS We undertook a qualitative multi-methods approach, engaging 46 professional stakeholders and 64 older people to examine the role of smart cities in enabling older people to age-in-place in Chongqing, China. RESULTS With the development of smart cities, technology has the potential to facilitate ageing-in-place by creating opportunities for heathy and active ageing. This study identified specific priorities in delivering age-friendly smart cities, including the following: shaping smart environments around the everyday lives of older people, designing inclusive and equitable smart cities and ensuring strong forms of institutional governance, trust and relationship building with older people. CONCLUSIONS The age-friendly city and communities movement (AFCC) and smart city policy instruments have potential for realising active ageing by supporting mobility, access to services and civic participation. However, there exists a disconnect between smart city policy and practice in delivering tangible well-being outcomes for older people. Addressing this requires greater cross-sectoral working, reconciling smart city policy priorities with AFCC domains and creating the institutional and governance framework to enable socially sustainable cities to support ageing-in-place.
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Affiliation(s)
- Ryan Woolrych
- The Urban Institute, School of Energy, Geoscience, Infrastructure and Society, Heriot-Watt University, Edinburgh, UK
| | - Manlin Li
- The Urban Institute, School of Energy, Geoscience, Infrastructure and Society, Heriot-Watt University, Edinburgh, UK
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Bogenschutz M, Johnson KR, Hall S, Lineberry S, Rand J, Rossetti Z, Shikarpurya S, Ticha R. An Equity-Based Research Agenda to Promote Social Inclusion and Belonging for People With IDD. INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2024; 62:186-199. [PMID: 38802094 DOI: 10.1352/1934-9556-62.3.186] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/01/2023] [Accepted: 07/24/2023] [Indexed: 05/29/2024]
Abstract
Having a sense of social inclusion and belonging, typically characterized by our personal relationships and community participation, is the central essence of life for most people, yet it remains elusive for many people with intellectual and developmental disabilities (IDD). This article summarizes the work of a diverse group of researchers and advocates to propose 6 big-picture, equity-based goals to drive future research in the field: (1) understanding the role of intersectionality, (2) understanding intimate relationships, (3) promoting formation of communities of care to support social inclusion, (4) understanding life course trajectories of social inclusion, (5) understanding social inclusion in virtual spaces, and (6) understanding how to promote social inclusion in the entire research process.
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Affiliation(s)
- Matthew Bogenschutz
- Matthew Bogenschutz, Virginia Commonwealth University, School of Social Work, Khalilah Robinson Johnson, University of North Carolina at Chapel Hill, Division of Occupational Science and Occupational Therapy, Sarah Hall, University of Minnesota, Institute on Community Integration, Sarah Lineberry, Virginia Commonwealth University, Partnership for People with Disabilities, Joseph Rand, University of Minnesota, Extension, Center for Youth Development, Zach Rossetti, Boston University, Wheelock College of Education & Human Development, Sehrish Shikarpurya, University of Maryland, College of Education, and Renata Ticha, University of Minnesota, Institute on Community Integration
| | - Khalilah Robinson Johnson
- Matthew Bogenschutz, Virginia Commonwealth University, School of Social Work, Khalilah Robinson Johnson, University of North Carolina at Chapel Hill, Division of Occupational Science and Occupational Therapy, Sarah Hall, University of Minnesota, Institute on Community Integration, Sarah Lineberry, Virginia Commonwealth University, Partnership for People with Disabilities, Joseph Rand, University of Minnesota, Extension, Center for Youth Development, Zach Rossetti, Boston University, Wheelock College of Education & Human Development, Sehrish Shikarpurya, University of Maryland, College of Education, and Renata Ticha, University of Minnesota, Institute on Community Integration
| | - Sarah Hall
- Matthew Bogenschutz, Virginia Commonwealth University, School of Social Work, Khalilah Robinson Johnson, University of North Carolina at Chapel Hill, Division of Occupational Science and Occupational Therapy, Sarah Hall, University of Minnesota, Institute on Community Integration, Sarah Lineberry, Virginia Commonwealth University, Partnership for People with Disabilities, Joseph Rand, University of Minnesota, Extension, Center for Youth Development, Zach Rossetti, Boston University, Wheelock College of Education & Human Development, Sehrish Shikarpurya, University of Maryland, College of Education, and Renata Ticha, University of Minnesota, Institute on Community Integration
| | - Sarah Lineberry
- Matthew Bogenschutz, Virginia Commonwealth University, School of Social Work, Khalilah Robinson Johnson, University of North Carolina at Chapel Hill, Division of Occupational Science and Occupational Therapy, Sarah Hall, University of Minnesota, Institute on Community Integration, Sarah Lineberry, Virginia Commonwealth University, Partnership for People with Disabilities, Joseph Rand, University of Minnesota, Extension, Center for Youth Development, Zach Rossetti, Boston University, Wheelock College of Education & Human Development, Sehrish Shikarpurya, University of Maryland, College of Education, and Renata Ticha, University of Minnesota, Institute on Community Integration
| | - Joseph Rand
- Matthew Bogenschutz, Virginia Commonwealth University, School of Social Work, Khalilah Robinson Johnson, University of North Carolina at Chapel Hill, Division of Occupational Science and Occupational Therapy, Sarah Hall, University of Minnesota, Institute on Community Integration, Sarah Lineberry, Virginia Commonwealth University, Partnership for People with Disabilities, Joseph Rand, University of Minnesota, Extension, Center for Youth Development, Zach Rossetti, Boston University, Wheelock College of Education & Human Development, Sehrish Shikarpurya, University of Maryland, College of Education, and Renata Ticha, University of Minnesota, Institute on Community Integration
| | - Zach Rossetti
- Matthew Bogenschutz, Virginia Commonwealth University, School of Social Work, Khalilah Robinson Johnson, University of North Carolina at Chapel Hill, Division of Occupational Science and Occupational Therapy, Sarah Hall, University of Minnesota, Institute on Community Integration, Sarah Lineberry, Virginia Commonwealth University, Partnership for People with Disabilities, Joseph Rand, University of Minnesota, Extension, Center for Youth Development, Zach Rossetti, Boston University, Wheelock College of Education & Human Development, Sehrish Shikarpurya, University of Maryland, College of Education, and Renata Ticha, University of Minnesota, Institute on Community Integration
| | - Sehrish Shikarpurya
- Matthew Bogenschutz, Virginia Commonwealth University, School of Social Work, Khalilah Robinson Johnson, University of North Carolina at Chapel Hill, Division of Occupational Science and Occupational Therapy, Sarah Hall, University of Minnesota, Institute on Community Integration, Sarah Lineberry, Virginia Commonwealth University, Partnership for People with Disabilities, Joseph Rand, University of Minnesota, Extension, Center for Youth Development, Zach Rossetti, Boston University, Wheelock College of Education & Human Development, Sehrish Shikarpurya, University of Maryland, College of Education, and Renata Ticha, University of Minnesota, Institute on Community Integration
| | - Renata Ticha
- Matthew Bogenschutz, Virginia Commonwealth University, School of Social Work, Khalilah Robinson Johnson, University of North Carolina at Chapel Hill, Division of Occupational Science and Occupational Therapy, Sarah Hall, University of Minnesota, Institute on Community Integration, Sarah Lineberry, Virginia Commonwealth University, Partnership for People with Disabilities, Joseph Rand, University of Minnesota, Extension, Center for Youth Development, Zach Rossetti, Boston University, Wheelock College of Education & Human Development, Sehrish Shikarpurya, University of Maryland, College of Education, and Renata Ticha, University of Minnesota, Institute on Community Integration
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van der Weele S, Bredewold F. What's Good About Inclusion? An Ethical Analysis of the Ideal of Social Inclusion for People with Profound Intellectual and Multiple Disabilities. HEALTH CARE ANALYSIS 2024; 32:106-123. [PMID: 38082208 PMCID: PMC11133059 DOI: 10.1007/s10728-023-00470-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/12/2023] [Indexed: 02/03/2024]
Abstract
'Social inclusion' is the leading ideal in services and care for people with intellectual disabilities in most countries in the Global North. 'Social inclusion' can refer simply to full equal rights, but more often it is taken to mean something like 'community participation'. This narrow version of social inclusion has become so ingrained that it virtually goes unchallenged. The presumption appears to be that there is a clear moral consensus that this narrow understanding of social inclusion is good. However, that moral consensus is not clear in the case of people with profound intellectual and/or multiple disabilities (PIMD), who are not able to express their needs and preferences verbally. Moreover, social inclusion has proven to be difficult to conceptualize and implement for people with PIMD. Therefore, it becomes imperative to ask about the ethical rationale of the narrow understanding of social inclusion. For what reasons do we think social inclusion is good? And do those reasons also apply for people with PIMD? This article addresses these questions by providing an ethical analysis of the ideal of social inclusion for people with PIMD. It discusses four ethical arguments for social inclusion and probes their relevance for people with PIMD. The article argues that none of these arguments fully convince of the value of the narrow understanding of social inclusion for people with PIMD. It ends with advocating for an ethical space for imagining a good life for people with PIMD otherwise.
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Affiliation(s)
- Simon van der Weele
- Department Citizenship and Humanisation of the Public Sector, University of Humanistic Studies, Utrecht, The Netherlands.
| | - Femmianne Bredewold
- Department Citizenship and Humanisation of the Public Sector, University of Humanistic Studies, Utrecht, The Netherlands
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Piro-Gambetti B, Schworer EK, Handen B, Glukhovskaya M, Hartley SL. Does Employment Complexity Promote Healthy Cognitive Aging in Down Syndrome? JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2024; 28:499-513. [PMID: 37040598 PMCID: PMC10564966 DOI: 10.1177/17446295231169379] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/19/2023]
Abstract
Adults with Down syndrome (DS) experience high risk for Alzheimer's disease (AD), but there is variability in the timing of transition from a cognitively stable state to prodromal AD and dementia. The present study examined the association between a modifiable lifestyle factor, employment complexity, and cognitive decline across two time points in adults with DS. Employment complexity, defined as the degree of problem-solving or critical thinking required for employment activities, was operationalized using the Dictionary of Occupational Titles, a system which classifies occupations based on three categories: Data, People, and Things. Eighty-seven adults with DS (M = 36.28 years, SD = 6.90 years) were included in analyses. Partial correlations revealed that lower employment complexity involving People and Things were associated with increased dementia symptoms. Lower employment complexity involving Things was also associated with memory decline. These findings have implications for vocational programs focused on job training and placement for adults with DS.
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Affiliation(s)
- Brianna Piro-Gambetti
- Waisman Center, University of Wisconsin-Madison, Madison, WI, USA
- Department of Human Development & Family Studies, University of Wisconsin-Madison, Madison, WI, USA
| | - Emily K Schworer
- Waisman Center, University of Wisconsin-Madison, Madison, WI, USA
- Department of Human Development & Family Studies, University of Wisconsin-Madison, Madison, WI, USA
| | - Benjamin Handen
- Department of Psychiatry, University of Pittsburgh, Pittsburgh, PA, USA
| | | | - Sigan L Hartley
- Waisman Center, University of Wisconsin-Madison, Madison, WI, USA
- Department of Human Development & Family Studies, University of Wisconsin-Madison, Madison, WI, USA
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Brand F, Scior K, Loewenberger A. Understanding experiences of 'Gig Buddies': A befriending scheme for people with intellectual disabilities. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2024; 37:e13232. [PMID: 38623597 DOI: 10.1111/jar.13232] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2023] [Revised: 03/04/2024] [Accepted: 03/14/2024] [Indexed: 04/17/2024]
Abstract
BACKGROUND Research into befriending for people with intellectual disabilities is limited. This study aimed to explore the impact, mechanisms of change, and limitations of a befriending scheme for adults with intellectual disabilities and/or autism. METHODS Participants were recruited using convenience sampling. Thirteen individuals with intellectual disabilities and/or autism were interviewed and data thematically analysed. RESULTS Four themes were generated: 'Something fun for me'; 'A good connection'; 'Increasing independence'; and 'A life less quiet'. Befriending had direct benefits through the activities undertaken and the befriending relationships themselves being fun and reducing isolation. Befriending facilitated belonging, improved access to mainstream activities, and fostered independence by providing safety and support. The importance of shared interests and external support for the relationship was highlighted. CONCLUSIONS Positive outcomes of befriending were found, supporting existing literature and revealing new information from the voices of participants with intellectual disabilities themselves.
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Affiliation(s)
- Fiona Brand
- Research Department of Clinical, Educational and Health Psychology, University College London, London, UK
| | - Katrina Scior
- Research Department of Clinical, Educational and Health Psychology, University College London, London, UK
| | - Alana Loewenberger
- Research Department of Clinical, Educational and Health Psychology, University College London, London, UK
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Kim J, Park GR, Namkung EH. The link between disability and social participation revisited: Heterogeneity by type of social participation and by socioeconomic status. Disabil Health J 2024; 17:101543. [PMID: 37945420 DOI: 10.1016/j.dhjo.2023.101543] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2023] [Revised: 09/09/2023] [Accepted: 10/19/2023] [Indexed: 11/12/2023]
Abstract
BACKGROUND While prior literature explores the impact of disability on social participation, the distinct characteristics of diverse social activities could further complicate this relationship. Furthermore, this relationship may exhibit heterogeneity when considering socioeconomic status (SES). OBJECTIVE This study aims to investigate whether the relationship between disability and social participation differs depending on the type of social participation, and to what extent this relationship is moderated by SES. METHODS Data from seven waves of the Korean Longitudinal Study of Ageing were analyzed. Various types of social participation, including socializing, leisure, volunteer, political, and religious activities, were considered. Individual fixed effects models were employed to account for unobserved individual-level heterogeneity. To investigate the potential moderating role of SES, an interaction term between disability and SES was included. RESULTS Disability was associated with a decrease in social participation (b = -0.088). When differentiating types of social participation, the associations were negative for socializing and leisure activities (b = -0.092 and b = -0.012, respectively) and positive for volunteer activities (b = 0.012). The negative association between disability and social participation was generally stronger among higher-SES groups than lower-SES groups. Specifically, the negative association with leisure activities was more pronounced among the high-education groups. In contrast, the positive association with volunteer activities was more evident among the low-education group. CONCLUSIONS Disability has a negative association with engagement in socializing and leisure activities and a positive association with engagement in volunteer activities. Policymakers should consider the role of SES in complicating the relationship between disability and social participation.
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Affiliation(s)
- Jinho Kim
- Department of Health Policy and Management, Korea University, Seoul, Republic of Korea; Interdisciplinary Program in Precision Public Health, Korea University, Seoul, Republic of Korea; Center for Demography of Health and Aging, University of Wisconsin-Madison, Madison, WI, USA.
| | - Gum-Ryeong Park
- Dalla Lana School of Public Health, University of Toronto, Toronto, Ontario, Canada
| | - Eun Ha Namkung
- Department of Social Work, Ewha Womans University, Seoul, Republic of Korea
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11
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McMaughan DJ, Lewis C, McGehee A, Noreen D, Parker E, Criss MM. Meaningful Social Inclusion and Mental Well-Being Among Autistic Adolescents and Emerging Adults: Protocol for a Community-Based Mixed Methods Study. JMIR Res Protoc 2024; 13:e52658. [PMID: 38483470 PMCID: PMC10979331 DOI: 10.2196/52658] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/12/2023] [Revised: 11/28/2023] [Accepted: 11/29/2023] [Indexed: 04/01/2024] Open
Abstract
BACKGROUND In the United States, autistic people face high rates of co-occurring mental illnesses and premature death due to self-harm, which are indicators of threats to mental well-being. Social inclusion may enhance mental well-being and resilience among autistic people. According to Simplican and colleague's (2015) model of social inclusion for people with intellectual and developmental disabilities, social inclusion is an interaction between community participation and interpersonal relationships. There is limited research on social inclusion that includes the integration of interpersonal relationships and community participation among autistic people or the impact of social inclusion on the well-being of autistic people. Additionally, little evidence exists regarding how autistic people prefer to be included in the community or form interpersonal relationships. OBJECTIVE The long-term objective of this project is to improve social inclusion factors to support the mental well-being of autistic people. This protocol describes a community-based, mixed methods pilot study to develop a definition of meaningful social inclusion for autistic people and to understand the relationship between meaningful social inclusion and mental well-being among autistic adolescents and emerging adults. METHODS The project uses a community-based, sequential mixed methods design with a formative phase (Phase 1) that informs a survey phase (Phase 2) and concludes with a process evaluation of the community engagement process (Phase 3). During Phase 1, we will recruit 10 community partners (autistic adults and stakeholders) and conduct sharing sessions to cocreate a definition of meaningful social inclusion and a survey of meaningful social inclusion and well-being. During Phase 2, we will recruit 200 participants (100 autistic adolescents and emerging adults and 100 caregivers) to complete the survey. We will examine whether meaningful social inclusion predicts well-being given sociodemographic factors using ordered logistic regression, with well-being categorized as low, medium, and high. During Phase 3, the community partners from Phase 1 will complete a survey on their experiences with the project. RESULTS Ethics approval was obtained for this project in March 2023. We have recruited community partners and started the Phase 1 focus groups as of September 2023. Phase 2 and Phase 3 have not yet started. We expect to complete this study by March 2025. CONCLUSIONS Using a community-based, mixed methods approach, we intended to develop a definition of meaningful social inclusion for autistic people and understand the role meaningful social inclusion plays in the well-being of autistic people. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID) PRR1-10.2196/52658.
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Affiliation(s)
- Darcy Jones McMaughan
- Human Development and Family Science, Oklahoma State University, Stillwater, OK, United States
| | - Casey Lewis
- Human Development and Family Science, Oklahoma State University, Stillwater, OK, United States
| | - Amy McGehee
- Human Development and Family Science, Oklahoma State University, Stillwater, OK, United States
| | - Dani Noreen
- Neurodiversity Unbound, Aurora, CO, United States
| | - Elliot Parker
- Human Development and Family Science, Oklahoma State University, Stillwater, OK, United States
| | - Michael M Criss
- Human Development and Family Science, Oklahoma State University, Stillwater, OK, United States
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12
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Hao J, Tiles-Sar N, Habtewold TD, Liemburg EJ, Bruggeman R, van der Meer L, Alizadeh BZ. Shaping tomorrow's support: baseline clinical characteristics predict later social functioning and quality of life in schizophrenia spectrum disorder. Soc Psychiatry Psychiatr Epidemiol 2024:10.1007/s00127-024-02630-4. [PMID: 38456932 DOI: 10.1007/s00127-024-02630-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/28/2023] [Accepted: 01/28/2024] [Indexed: 03/09/2024]
Abstract
PURPOSE We aimed to explore the multidimensional nature of social inclusion (mSI) among patients diagnosed with schizophrenia spectrum disorder (SSD), and to identify the predictors of 3-year mSI and the mSI prediction using traditional and data-driven approaches. METHODS We used the baseline and 3-year follow-up data of 1119 patients from the Genetic Risk and Outcome in Psychosis (GROUP) cohort in the Netherlands. The outcome mSI was defined as clusters derived from combined analyses of thirteen subscales from the Social Functioning Scale and the brief version of World Health Organization Quality of Life questionnaires through K-means clustering. Prediction models were built through multinomial logistic regression (ModelMLR) and random forest (ModelRF), internally validated via bootstrapping and compared by accuracy and the discriminability of mSI subgroups. RESULTS We identified five mSI subgroups: "very low (social functioning)/very low (quality of life)" (8.58%), "low/low" (12.87%), "high/low" (49.24%), "medium/high" (18.05%), and "high/high" (11.26%). The mSI was robustly predicted by a genetic predisposition for SSD, premorbid adjustment, positive, negative, and depressive symptoms, number of met needs, and baseline satisfaction with the environment and social life. The ModelRF (61.61% [54.90%, 68.01%]; P =0.013) was cautiously considered outperform the ModelMLR (59.16% [55.75%, 62.58%]; P =0.994). CONCLUSION We introduced and distinguished meaningful subgroups of mSI, which were modestly predictable from baseline clinical characteristics. A possibility for early prediction of mSI at the clinical stage may unlock the potential for faster and more impactful social support that is specifically tailored to the unique characteristics of the mSI subgroup to which a given patient belongs.
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Affiliation(s)
- Jiasi Hao
- Department of Epidemiology, University Medical Centre Groningen, University of Groningen, Hanzeplein 1, 9713 GZ, Groningen, The Netherlands.
| | - Natalia Tiles-Sar
- Department of Epidemiology, University Medical Centre Groningen, University of Groningen, Hanzeplein 1, 9713 GZ, Groningen, The Netherlands
- Department of Psychiatry, University Medical Centre Groningen, University Centre for Psychiatry, Rob Giel Research Centre, University of Groningen, Groningen, The Netherlands
| | - Tesfa Dejenie Habtewold
- Department of Epidemiology, University Medical Centre Groningen, University of Groningen, Hanzeplein 1, 9713 GZ, Groningen, The Netherlands
| | - Edith J Liemburg
- Department of Psychiatry, University Medical Centre Groningen, University Centre for Psychiatry, Rob Giel Research Centre, University of Groningen, Groningen, The Netherlands
| | - Richard Bruggeman
- Department of Psychiatry, University Medical Centre Groningen, University Centre for Psychiatry, Rob Giel Research Centre, University of Groningen, Groningen, The Netherlands
- Department of Clinical and Developmental Neuropsychology, Faculty of Behavioural and Social Sciences, University of Groningen, Groningen, The Netherlands
- Department of Rehabilitation, Lentis Psychiatric Institute, Zuidlaren, The Netherlands
| | - Lisette van der Meer
- Department of Clinical and Developmental Neuropsychology, Faculty of Behavioural and Social Sciences, University of Groningen, Groningen, The Netherlands
- Department of Rehabilitation, Lentis Psychiatric Institute, Zuidlaren, The Netherlands
| | - Behrooz Z Alizadeh
- Department of Epidemiology, University Medical Centre Groningen, University of Groningen, Hanzeplein 1, 9713 GZ, Groningen, The Netherlands.
- Department of Psychiatry, University Medical Centre Groningen, University Centre for Psychiatry, Rob Giel Research Centre, University of Groningen, Groningen, The Netherlands.
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Freire AR, Noell JF, Díaz MP. Personal support networks of young people with and without intellectual disability. A comparative study. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2024; 37:e13192. [PMID: 38361391 DOI: 10.1111/jar.13192] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2023] [Revised: 12/13/2023] [Accepted: 12/15/2023] [Indexed: 02/17/2024]
Abstract
BACKGROUND Previous studies show that the personal support networks of people with intellectual disability are smaller and less diverse than those of people without intellectual disability. This article aims to compare the characteristics of the personal networks of young people with and without intellectual disability. METHOD The Personal Network Analysis (McCarty, Revista Hispana Para El Análisis de Redes Sociales, 2010, 19, 242-271) was applied. The participants comprised 51 young people aged between 13 and 19, of whom 27 had an intellectual disability. The Egonet programme was used to compile information, and SPSS v.27 for the statistical analysis. RESULTS Young people with intellectual disabilities have smaller personal networks than people without disability, while they also comprise more people with disability and fewer 'friends' and support people. CONCLUSIONS The full social inclusion of people with intellectual disability requires schools, families, the community and the individual to work together to develop activities that help them initiate and maintain relationships, prioritising mainstream contexts.
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Affiliation(s)
- Ana Rey Freire
- Department of Pedagogy and Diversity Research Group, University of Girona, Girona, Spain
| | - Judit Fullana Noell
- Department of Pedagogy and Diversity Research Group, University of Girona, Girona, Spain
| | - Maria Pallisera Díaz
- Department of Pedagogy and Diversity Research Group, University of Girona, Girona, Spain
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Ayyildiz E, Aras D, Yagin FH, Gülü M, Yapici H, Alwhaibi R. Investigation of sports participation motivation in people with disabilities: a cross-sectional study of individuals with physical and hearing impairments. BMC Sports Sci Med Rehabil 2024; 16:56. [PMID: 38395979 PMCID: PMC10893699 DOI: 10.1186/s13102-024-00846-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2023] [Accepted: 02/11/2024] [Indexed: 02/25/2024]
Abstract
While reading the literature, it is seen that there are not enough studies on the motivation of disabled individuals to participate in sports. This study aims to examine the sports participation motivations of hearing impaired and physically disabled athletes. This study was a cross-sectional study. The research group of the study consists of physically and hearing-impaired individuals between the ages of 18-47. The participants of this research group consisted of 253 volunteer disabled individuals, 150 of whom were men and 103 of whom were women. Sports participation motivation scale was used for disabled individuals. The scale consists of 3 dimensions and is a 5-point Likert type. The results of the study showed that hearing-impaired people have a higher high school rate and physically person with disability have a higher bachelor's degree rate, but the primary education rate did not change between hearing and physically person with disability. Physical activity participation differed between hearing and physically person with disability, and it was observed that hearing-impaired people participated in more physical activities. The level of well-being of the physically disabled was significantly better than the hearing impaired. As conclusion, it is observed that the people with the lowest motivation to participate in sports are primary school graduates and those with high welfare have a high motivation to participate in sports.
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Affiliation(s)
- Erdem Ayyildiz
- Department of Sports Management, Faculty of Sport Sciences, Tekirdag Namik Kemal University, Tekirdag, Turkey.
| | - Dicle Aras
- Ankara University Performance Analysis in Sports Application and Research Center, Department of Coaching Education, Faculty of Sport Sciences, Ankara University, Ankara, Turkey
| | - Fatma Hilal Yagin
- Department of Biostatistics and Medical Informatics, Faculty of Medicine, Inonu University, Malatya, 44280, Turkey.
| | - Mehmet Gülü
- Department of Sports Management, Faculty of Sport Sciences, Kirikkale University, Kirikkale, 71450, Turkey.
| | - Hakan Yapici
- Department of Recreation, Faculty of Sport Sciences, Kirikkale University, Kirikkale, 71450, Turkey
| | - Reem Alwhaibi
- Department of Rehabilitation Sciences, College of Health and Rehabilitation Sciences, Princess Nourah bint Abdulrahman University, P.O. Box 84428, Riyadh, 11671, Saudi Arabia
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15
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Garcia-Lee B, Strnadová I, Dowse L. Researching belonging in the context of research with people with intellectual disabilities: A systematic review of inclusive approaches. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2024; 37:e13178. [PMID: 37994268 DOI: 10.1111/jar.13178] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2023] [Revised: 09/07/2023] [Accepted: 11/07/2023] [Indexed: 11/24/2023]
Abstract
BACKGROUND In disability studies belonging is emerging as a promising area of study. Inclusive research, based as it is on lived experience perspectives, is likely to provide salient insights into belonging in the lives of people with intellectual disabilities. METHOD A systematic review utilising four databases and five leading journals in the field of intellectual disabilities was used. Content analysis and a deductive synthesis of the extracted data was undertaken. RESULTS A high level of confluence was found between the findings of the included studies and key themes of belonging identified in the wider literature. Beyond this, studies utilising inclusive research approaches have contributed novel findings about belonging in the lives of people with intellectual disabilities. CONCLUSIONS Inclusive research approaches to belonging may provide innovative and responsive frameworks to support people to develop a sense of being connected and "at home" in themselves and in their communities.
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Affiliation(s)
- Benjamin Garcia-Lee
- School of Education, Faculty of Arts, Design and Architecture, UNSW, Sydney, New South Wales, Australia
- Inclusive Research Development Officer, UNSW Disability Innovation Institute, UNSW, Sydney, New South Wales, Australia
| | - Iva Strnadová
- School of Education, Faculty of Arts, Design and Architecture, UNSW, Sydney, New South Wales, Australia
- Inclusive Research Development Officer, UNSW Disability Innovation Institute, UNSW, Sydney, New South Wales, Australia
| | - Leanne Dowse
- School of Education, Faculty of Arts, Design and Architecture, UNSW, Sydney, New South Wales, Australia
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16
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Brand F, Scior K, Loewenberger A. Psychological and social outcomes of befriending interventions for adults with intellectual disabilities: A systematic review. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2024; 37:e13168. [PMID: 37852744 DOI: 10.1111/jar.13168] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/10/2023] [Revised: 07/17/2023] [Accepted: 09/29/2023] [Indexed: 10/20/2023]
Abstract
BACKGROUND Befriending is an intervention intended to provide companionship and support to socially isolated populations. This review aimed to understand the key characteristics and psychological and social outcomes of befriending interventions for adults with intellectual disabilities. METHODS Systematic searches of electronic databases (PsycINFO, MedLine and Web of Science) identified 11 studies for inclusion. A narrative synthesis of the findings was completed, along with critical appraisal of study quality. RESULTS Increased community participation, positive changes to social networks and mood were frequently reported outcomes for befriendees. Increased knowledge, new experiences and opportunities to 'give back' were most reported for befrienders. CONCLUSIONS The review highlighted that existing research in this field is limited in scope and methodologically diverse. Future research should focus upon the effectiveness and long-term impact of befriending interventions, understanding the mechanisms of change, and eliciting the views of people with intellectual disabilities on their experiences.
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Affiliation(s)
- Fiona Brand
- Research Department of Clinical, Educational and Health Psychology, University College London, London, UK
| | - Katrina Scior
- Research Department of Clinical, Educational and Health Psychology, University College London, London, UK
| | - Alana Loewenberger
- Research Department of Clinical, Educational and Health Psychology, University College London, London, UK
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17
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Maxey M, Beckert TE, Meter D, Landon T. Psychosocial development measures modification for adolescents with intellectual and developmental disabilities. J Adolesc 2024; 96:136-151. [PMID: 37800453 DOI: 10.1002/jad.12262] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2023] [Revised: 09/27/2023] [Accepted: 09/28/2023] [Indexed: 10/07/2023]
Abstract
BACKGROUND Although diagnosis and identification of IDD is improving, adolescents with IDD receive limited attention in research, particularly concerning their psychosocial development. Measures developed and normed with typically developing populations may not be appropriate for IDD populations and may result in biased assessment. AIM This study aimed to develop and validate modified psychosocial development assessments for adolescents with intellectual and developmental disabilities (IDD), addressing the absence of such assessments. METHOD It involved two phases: modifying existing instruments and validating the revised versions. Four stakeholder groups participated: adolescents with IDD, parents, and scholars in adolescent developmental and disabilities. Validation included two groups: neurotypical adolescents completing both measures and IDD adolescents completing modified measures. RESULTS Confirmatory factor analyses identified the need to adjust or eliminate scales for better understanding by individuals with IDD. The modified instruments provided suitable measures for assessing psychosocial development in adolescents with IDD. DISCUSSION All the scales allowed for accommodation toward comprehension for those with IDD except for identity formation. Further work is needed to understand the challenges associated with assessing identity formation in adolescents with IDD. The active involvement of and participation from adolescents with IDD and their parents in this research was paramount to understanding their comprehension and needs. CONCLUSION This study highlights the importance of tailored assessments for accurate measurement of IDD individuals' development, benefiting the assessment of all adolescents.
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Affiliation(s)
- Myles Maxey
- Department of Human Development and Family Studies, Utah State University, Logan, Utah, USA
| | - Troy E Beckert
- Department of Human Development and Family Studies, Utah State University, Logan, Utah, USA
| | - Diana Meter
- Department of Human Development and Family Studies, Utah State University, Logan, Utah, USA
| | - Trenton Landon
- Department of Special Education and Rehabilitation Counseling, Utah State University, Logan, Utah, USA
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18
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Carlsson ÕU. No ordinary adult life: Living conditions from the perspective of adults with intellectual disabilities. JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2023; 27:944-963. [PMID: 35695211 PMCID: PMC10647887 DOI: 10.1177/17446295221107284] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
This study focuses on the subjective experience of the living conditions of adults with intellectual disabilities as related to the Uppsala Quality of Life model (UQoL2). Eleven semi-structured interviews were conducted to study issues raised by people with intellectual disabilities. Study participants had their own home, either in an ordinary dwelling or group home. The findings show that the dependence on support in daily life infringes on the sense of adult social status and control of life. Staff and family had a mandate to define Quality of Life, which countered the possibilities of a life based on the preferences of those with intellectual disabilities. Knowledge about factors that affect living conditions, one of the social determinants of health, has implications for public health in general and the development of society's efforts for people who are in lifelong dependence on support and service from others.
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Affiliation(s)
- Õie Umb Carlsson
- Department of Public Health and Caring Sciences, Disability and Habilitation, Uppsala University, Sweden
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19
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Xie X, Huang C, Sitar S, Qiao X. Community engagement and loneliness in older adults in China: mediation effects of social support in the wake of COVID-19. Front Public Health 2023; 11:1199577. [PMID: 38106887 PMCID: PMC10722421 DOI: 10.3389/fpubh.2023.1199577] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/03/2023] [Accepted: 11/13/2023] [Indexed: 12/19/2023] Open
Abstract
Introduction Loneliness is a key indicator of well-being in older adults. Drawing from the ecological model of aging, the active aging perspective, and the convoy model of social relations, this study investigates the extent community engagement influences loneliness and whether the relationship is mediated by social support during the COVID-19 pandemic. Methods Data was collected from 1,067 retired older adults in a cross-sectional design in Chengdu, China in 2022. Structural equation modeling was conducted to examine the direct and indirect effects of community engagement on loneliness through the hypothesized mediator of social support. Results The results show community engagement was positively associated with social support (β = 0.26, p < 0.001) and social support was negatively related to loneliness (β = -0.41, p < 0.001). Social support fully mediated the relationship between community engagement and loneliness. Additionally, community engagement had an indirect effect on loneliness via social support (β = -0.11, p < 0.001). Discussion The findings from the moderation analysis suggests community engagement and social support are likely to have large effects on loneliness for older adults over the age of 70 and who have low educational attainment. The findings suggest community engagement could be an important factor for improving social support and reducing loneliness amongst retired, older adults in China, especially in the wake of the COVID-19 pandemic where millions of individuals were isolated for extended periods of time.
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Affiliation(s)
- Xiaoxia Xie
- Research Institute of Social Development, Southwestern University of Finance and Economics, Chengdu, Sichuan, China
| | - Chienchung Huang
- School of Social Work, Rutgers, The State University of New Jersey, New Brunswick, NJ, United States
| | - Sophie Sitar
- School of Social Work, Rutgers, The State University of New Jersey, New Brunswick, NJ, United States
| | - Xingyong Qiao
- Research Institute of Social Development, Southwestern University of Finance and Economics, Chengdu, Sichuan, China
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Medayese S, Magidimisha-Chipungu HH, Chipungu L. Community participation as a premise for hangwurian city development in North Central Nigeria. Heliyon 2023; 9:e22320. [PMID: 38053904 PMCID: PMC10694321 DOI: 10.1016/j.heliyon.2023.e22320] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/15/2022] [Revised: 11/04/2023] [Accepted: 11/09/2023] [Indexed: 12/07/2023] Open
Abstract
The Hangwurian City Development Model evolved to create a linkage within the concepts of environmental awareness, urban governance, and management. Others are sustainable urban development, urban liveability, and inclusive physical development. These were measured from various indicators ranging from population, environmental knowledge, economic prosperity, quality of life, and safety. The research sorts the critical objective of analysing the significant level of the indicator variables'; and determine the predictive relevance of the indicator variables. The exploratory research employed the partial least square using SmartPLS to evaluate the variables, collecting quantitative data through the open data tool kit from three selected cities of Lokoja, Minna, and Lafia in North-Central Nigeria. The research sampled 399 respondents across the cities randomly selected amongst residents aged 18 years and more reliably targeted household heads as the unit of measurement is the household. The research findings show that most of the examined variables have Cronbach's Alpha above 0.7, and most of the retained variables have a significant value of greater or equal to 0.7. The average variance of the indicators where very substantial as most were within the 0.5 to 0.6 band. Most of the evaluated indicators have a significant performance index of between 50 and 65 %. The research recommended that this model be applied as a procedural model to guide city development at a regional scale. Hence, it was concluded that for city development to occur and evolve without ills which Hangwurian city development stands for, it must be viewed from the path linkage and significance of environment, governance, sustainability, liveability, and inclusion.
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Affiliation(s)
- Samuel Medayese
- SARChI for Inclusive-Cities, School of Built Environment and Development Studies, Dennis Shepstone Building Mazisi Kunene Road, Haward Campus, University of KwaZulu Natal, South Africa
| | - Hangwelani H. Magidimisha-Chipungu
- SARChI for Inclusive-Cities, School of Built Environment and Development Studies, Dennis Shepstone Building Mazisi Kunene Road, Haward Campus, University of KwaZulu Natal, South Africa
| | - Lovemore Chipungu
- SARChI for Inclusive-Cities, School of Built Environment and Development Studies, Dennis Shepstone Building Mazisi Kunene Road, Haward Campus, University of KwaZulu Natal, South Africa
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21
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Adedeji A, Olawa BD, Hanft-Robert S, Olonisakin TT, Akintunde TY, Buchcik J, Boehnke K. Examining the Pathways from General Trust Through Social Connectedness to Subjective Wellbeing. APPLIED RESEARCH IN QUALITY OF LIFE 2023; 18:2619-2638. [DOI: 10.1007/s11482-023-10201-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/16/2023] [Accepted: 06/15/2023] [Indexed: 08/01/2024]
Abstract
AbstractThe broad conceptualisation of wellbeing has allowed researchers to establish subjective wellbeing as a valid indicator of social development. However, changing social patterns, norms, and values suggest changes in how social determinants may predict subjective wellbeing. The current analysis tests a serial mediation hypothesis in which social participation and social resources mediate the effect of general trust on subjective wellbeing.Data from 8725 participants were pooled from the German part of the European Social Survey (ESS) Wave 10. Structural models were estimated to access the path from general trust to subjective wellbeing (SWB). Three separate mediation analyses were performed to test (1) the indirect effect of general trust on SWB through social participation, (2) through social resources and (3) through social participation and social resources. A full-mediation model reveals the direct and indirect paths predicting SWB through general trust, social participation, and social resources. Gender, age, education, and household size were included as control variables.The full-mediation model suggests significant results for direct paths from general trust to social participation, social resources, and SWB. Direct paths from social participation to social resources and SWB were also significant. However, the path from social resources to SWB became non-significant.Results highlight general trust as a critical predictor of SWB. The finding that social participation is significant while social resources are not significant in a mediation model suggests that social participation directly affects wellbeing, independent of the effect of social resources. This highlights the importance of social participation in promoting wellbeing.
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Pečnikar Oblak V, Campos MJ, Lemos S, Rocha M, Ljubotina P, Poteko K, Kárpáti O, Farkas J, Perényi S, Kustura U, Massart A, Doupona M. Narrowing the Definition of Social Inclusion in Sport for People with Disabilities through a Scoping Review. Healthcare (Basel) 2023; 11:2292. [PMID: 37628490 PMCID: PMC10454786 DOI: 10.3390/healthcare11162292] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2023] [Revised: 08/04/2023] [Accepted: 08/10/2023] [Indexed: 08/27/2023] Open
Abstract
The concept and practice of social inclusion in sport are still undefined, causing confusion both in the field of sport policy and practice. According to the United Nations (UN), a conceptual and analytical work on what constitutes inclusion is needed. Therefore, this study aims to define social inclusion in sport for people with disabilities by reviewing the existing literature. Using a scoping review framework, articles related to a possible definition of social inclusion in sport or to the elements of this definition were reviewed. For the eighteen (18) articles selected, the focus was on 152 statements, which were grouped into 6 main categories, namely: policy (29), fundamental conditions (28), key elements (30), soft skills (20), field gaps (31), and best practices (14). Ten keywords were extracted from each of the six categories using the free online program cortical.io. All 60 keywords were then compared with each other. After deleting the duplicates, 24 keywords remained, which were classified into five major categories: (1) key people, (2) key environments, (3) key ways to use, (4) key benefits, and (5) key barriers, in order to create a descriptive definition of social inclusion in sport for people with disabilities that can contribute to the goals of the UN 2030 Agenda. In addition to the definition, relevant issues were also raised for in-depth discussion and further research.
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Affiliation(s)
- Viktorija Pečnikar Oblak
- Faculty of Sport, University of Ljubljana, 1000 Ljubljana, Slovenia; (V.P.O.); (P.L.); (K.P.); (M.D.)
| | - Maria João Campos
- Faculty of Sport Sciences and Physical Education, University of Coimbra, 3040-248 Coimbra, Portugal
- Research Center for Sport and Physical Activity (CIDAF), 3040-248 Coimbra, Portugal
| | - Susana Lemos
- Portuguese Association for Developmental Disorders and Autism of Coimbra (APPDA Coimbra), Hospital Pediátrico de Coimbra, Av. Afonso Romão, 3000-602 Coimbra, Portugal; (S.L.); (M.R.)
| | - Micaela Rocha
- Portuguese Association for Developmental Disorders and Autism of Coimbra (APPDA Coimbra), Hospital Pediátrico de Coimbra, Av. Afonso Romão, 3000-602 Coimbra, Portugal; (S.L.); (M.R.)
| | - Predrag Ljubotina
- Faculty of Sport, University of Ljubljana, 1000 Ljubljana, Slovenia; (V.P.O.); (P.L.); (K.P.); (M.D.)
- School of Advanced Social Studies Nova Gorica, Gregorčičeva Ulica 19, 5000 Nova Gorica, Slovenia
| | - Kaja Poteko
- Faculty of Sport, University of Ljubljana, 1000 Ljubljana, Slovenia; (V.P.O.); (P.L.); (K.P.); (M.D.)
| | | | - Judit Farkas
- Quality Assurance and Accreditation Office, Hungarian University of Sports Science, H-1123 Budapest, Hungary; (J.F.); (S.P.)
| | - Szilvia Perényi
- Quality Assurance and Accreditation Office, Hungarian University of Sports Science, H-1123 Budapest, Hungary; (J.F.); (S.P.)
| | - Urška Kustura
- Special Olympics Slovenia, Samova 9, 1000 Ljubljana, Slovenia;
| | - Alain Massart
- Faculty of Sport Sciences and Physical Education, University of Coimbra, 3040-248 Coimbra, Portugal
- Research Center for Sport and Physical Activity (CIDAF), 3040-248 Coimbra, Portugal
| | - Mojca Doupona
- Faculty of Sport, University of Ljubljana, 1000 Ljubljana, Slovenia; (V.P.O.); (P.L.); (K.P.); (M.D.)
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Jayousi S, Martinelli A, Lucattini P, Mucchi L. ICT Framework for Supporting Applied Behavior Analysis in the Social Inclusion of Children with Neurodevelopmental Disorders. SENSORS (BASEL, SWITZERLAND) 2023; 23:6914. [PMID: 37571692 PMCID: PMC10422576 DOI: 10.3390/s23156914] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/09/2023] [Revised: 07/12/2023] [Accepted: 07/15/2023] [Indexed: 08/13/2023]
Abstract
The applied behavior analysis (ABA) model emphasizes observable and measurable behaviors by carrying out decision making using experimental data (behavioral observation assessment strategies). In this framework, information and communication technology (ICT) becomes highly suitable for enhancing the efficiency and effectiveness of the methodology. This paper aims to delve into the potential of ICT in providing innovative solutions to support ABA applications. It focuses on how ICT can contribute to fostering social inclusion with respect to children with neurodevelopmental disorders. ICT offers advanced solutions for continuous and context-aware monitoring, as well as automatic real-time behavior assessments. Wireless sensor systems (wearable perceptual, biomedical, motion, location, and environmental sensors) facilitate real-time behavioral monitoring in various contexts, enabling the collection of behavior-related data that may not be readily evident in traditional observational studies. Moreover, the incorporation of artificial intelligence algorithms that are appropriately trained can further assist therapists throughout the different phases of ABA therapy. These algorithms can provide intervention guidelines and deliver an automatic behavioral analysis that is personalized to the child's unique profile. By leveraging the power of ICT, ABA practitioners can benefit from cutting-edge technological advancements to optimize their therapeutic interventions and outcomes for children with neurodevelopmental disorders, ultimately contributing to their social inclusion and overall wellbeing.
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Affiliation(s)
- Sara Jayousi
- Department of Information Engineering, Polo Universitario “Città di Prato”, 59100 Prato, Italy
| | | | - Paolo Lucattini
- Department of Movement, Human and Health Sciences, University of Rome “Foro Italico”, 00135 Rome, Italy;
| | - Lorenzo Mucchi
- Department of Information Engineering, University of Florence, 50139 Florence, Italy;
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Boland G, Guerin S. Supporting Social Inclusion in Neighbourhoods of Adults with Intellectual Disabilities: Service Providers' Practice Experiences. JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2023; 27:291-314. [PMID: 35446739 PMCID: PMC10164231 DOI: 10.1177/17446295221085479] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/07/2023]
Abstract
Deinstitutionalisation has increased the likelihood of adults with intellectual disabilities residing in neighbourhoods either in staff-supported accommodation or in their family home. However, it raises the question of whether national policies on disability have translated into practice actions by service providers that result in positive social inclusion outcomes for individuals. This study examined the practice initiatives supporting social inclusion in neighbourhoods in specialist state-funded service providers for adults with intellectual disabilities. Using a mixed methods design, CEOs/service leaders of 40 organisations completed an online survey. Follow-up interviews were completed with a randomised sample. Shifting towards new service models and strategic links with mainstream organisations were most often mentioned as furthering social inclusion goals. A wide range of service initiatives were reported, with positive outcomes alongside a range of challenges. Service providers play an important role in providing individualised supports that foster local engagement. However, the service context is complex and service leaders have reported many challenges that may impede progress on social inclusion.
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Affiliation(s)
- Geraldine Boland
- UCD Centre for Disability Studies, UCD School of Psychology, University College Dublin, Dublin, Ireland
| | - Suzanne Guerin
- UCD Centre for Disability Studies, UCD School of Psychology, University College Dublin, Dublin, Ireland
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Gur A, Bina R. Facilitators of Sense of Belonging Among People With Intellectual and Developmental Disabilities: A Systematic Review. JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2023; 27:516-538. [PMID: 35271785 DOI: 10.1177/17446295211068424] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/07/2023]
Abstract
Background: This review synthesizes the available literature regarding factors which facilitate a sense of belonging in people with intellectual and developmental disabilities, and provide a comprehensive integrative view of the subject. Methods: Four electronic databases were searched, and 13 studies met inclusion criteria for review. The "standard quality assessment criteria for evaluating primary research papers from a variety of fields" indicated satisfactory quality. Factors which facilitate a sense of belonging in people with intellectual and developmental disabilities were analyzed into themes. Results: Sense of belonging is enhanced by feeling respected, accepted, and valued (Subjectivity). These experiences are more likely to be achieved in a familiar and safe environment (Dynamism), and with access to platforms for social interactions (Groundedness), where a sense of relatedness and connectedness achieved by shared experiences with others (Reciprocity). Sense of belonging is associated with committed action of people with disability, taking assertive action or being agentic (Self-determination). Conclusion: Sense of belonging is a unique concept that should be addressed in disability research and practice.
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Affiliation(s)
- Ayelet Gur
- Social Work Department, Tel-Hai College, Kiryat Shmona, Israel
- The Louis and Gabi Weisfeld School of Social Work, Bar Ilan University, Ramat Gan, Israel
| | - Rena Bina
- Social Work Department, Tel-Hai College, Kiryat Shmona, Israel
- The Louis and Gabi Weisfeld School of Social Work, Bar Ilan University, Ramat Gan, Israel
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Bredewold F, van der Weele S. Social inclusion revisited: sheltered living institutions for people with intellectual disabilities as communities of difference. MEDICINE, HEALTH CARE, AND PHILOSOPHY 2023; 26:201-213. [PMID: 36585539 PMCID: PMC10175347 DOI: 10.1007/s11019-022-10135-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/17/2022] [Indexed: 05/13/2023]
Abstract
The dominant idea in debates on social inclusion of people with intellectual disabilities is that social inclusion requires recognition of their 'sameness'. As a result, most care providers try to enable people with intellectual disabilities to live and participate in 'normal' society, 'in the community'. In this paper, we draw on (Pols, Medicine Health Care and Philosophy 18:81-90, 2015) empirical ethics of care approach to give an in-depth picture of places that have a radically different take on what social inclusion for people with intellectual disabilities looks like: places known as 'sheltered living institutions'. We argue these places can be seen as 'communities of difference' catered to the specific needs and capacities of the residents. We then contend that these communities raise questions about what a good life for people with intellectual disabilities looks like and where and how it ought to be realised; questions not posed very often, as they get muzzled by the dominant rhetoric of normalisation and the emphasis on sameness.
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Affiliation(s)
- Femmianne Bredewold
- Chair Group Citizenship and Humanisation of the Public Sector, University of Humanistic Studies, Utrecht, The Netherlands.
| | - Simon van der Weele
- Chair Group Citizenship and Humanisation of the Public Sector, University of Humanistic Studies, Utrecht, The Netherlands
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Taylor S, Wilson E, Murfitt K, Balandin S. Self-advocacy with retailers by people with complex communication needs. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2023; 25:317-326. [PMID: 35545851 DOI: 10.1080/17549507.2022.2055143] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/05/2023]
Abstract
PURPOSE The researchers aimed to discover what might prevent people with complex communication needs (CCNs) from making complaints if they experienced social exclusion in the retail environment. METHOD Qualitative research methods were used to gather data from two groups of participants: adults with CCN and retail customer service staff. Seven adults who used speech-generating devices (SGDs) and who shopped independently were interviewed about their perceptions of retail customer service communication. Nine retail customer service staff were interviewed about their communication with customers with disability. Analysis using grounded theory provided insights into experiences of people with CCN. RESULT All participants with CCN had experienced being ignored, patronised and excluded when shopping but faced barriers that prevented them from complaining. Those who did complain exhibited strong self-esteem. CONCLUSION Participants with CCN experienced social exclusion because customer complaint mechanisms were inaccessible. Retailers and government agencies monitoring inclusion, as well as speech-language pathologists and disability advocates, place insufficient emphasis on retail communication as a vehicle for social inclusion. The researchers recommend strategies to strengthen self-advocacy by people with CCN and systemic changes to improve accessibility of complaints procedures in the retail sector.
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Affiliation(s)
- Susan Taylor
- School of Social Development, Faculty of Health, Deakin University, Burwood, Victoria, Australia
| | - Erin Wilson
- Centre for Social Impact, Swinburne University of Technology, Hawthorn, Victoria, Australia
| | - Kevin Murfitt
- School of Social Development, Faculty of Health, Deakin University, Burwood, Victoria, Australia
| | - Susan Balandin
- School of Social Development, Faculty of Health, Deakin University, Burwood, Victoria, Australia
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Das JK, Salam RA, Rizvi A, Soofi SB, Bhutta ZA. Community Mobilization and Community Incentivization (CoMIC) Strategy for Child Health in a Rural Setting of Pakistan: Study Protocol for a Randomized Controlled Trial. Methods Protoc 2023; 6:mps6020030. [PMID: 36961050 PMCID: PMC10037584 DOI: 10.3390/mps6020030] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2023] [Revised: 03/10/2023] [Accepted: 03/10/2023] [Indexed: 03/14/2023] Open
Abstract
Despite the decline in under-five mortality by over 60% in the last three decades, majority of child mortality is still attributable to communicable and infectious diseases that are not only preventable, but they are also treatable. We evaluated the potential impact of a participatory community engagement and innovative community incentivization (C3I) strategy for improving the coverage of child health interventions in a rural setting in Pakistan. We first undertook formative research to assess community knowledge and the likelihood of collective community strategy and conditional incentives for improving existing preventive and care-seeking practices for childhood diarrhea and pneumonia. We developed options for community incentivization and improving group practices, taking local norms and customs into account in the design of the community mobilization strategies and messages. These interventions were then formally evaluated prospectively in a three-arm cluster randomized controlled trial. Clusters were randomly assigned by a computer algorithm using restricted randomization by an external statistician (1:1:1) into three groups: community mobilization and incentivization (CMI); community mobilization only using an enhanced communication package (CM); and control group. The C3I was an innovative strategy as it involved serial incremental targets of collective improvement in community behavior related to improvement in the coverage of a composite indicator of fully immunized children (FIC), oral rehydration salt (ORS), and the sanitation index (SI). The evaluation was done by an independent data collection and analysis team at baseline and end line (after 24 months).
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Affiliation(s)
- Jai K Das
- Institute for Global Health and Development, Aga Khan University, Karachi 74800, Pakistan
| | - Rehana A Salam
- Melanoma Institute Australia, University of Sydney, Wollstonecraft, NSW 2065, Australia
| | - Arjumand Rizvi
- Centre of Excellence in Women and Child Health, Aga Khan University, Karachi 74800, Pakistan
| | - Sajid B Soofi
- Centre of Excellence in Women and Child Health, Aga Khan University, Karachi 74800, Pakistan
| | - Zulfiqar A Bhutta
- Institute for Global Health and Development, Aga Khan University, Karachi 74800, Pakistan
- Centre for Global Child Health, The Hospital for Sick Children, 686 Bay Street, Toronto, ON M5G 0A4, Canada
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Vaccarino F, Vaccarino Z, Armstrong D, Borkin E, Hewitt A, Oswin A, Quick C, Smith E, Glew A. Self-advocates with Down syndrome research the lived experiences of COVID-19 lockdowns in Aotearoa New Zealand. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2023; 36:300-309. [PMID: 36458448 PMCID: PMC9877824 DOI: 10.1111/jar.13059] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2022] [Revised: 09/25/2022] [Accepted: 11/14/2022] [Indexed: 12/03/2022]
Abstract
BACKGROUND Individuals with Down syndrome are particularly vulnerable to COVID-19 because they are recognised as significantly immunocompromised. Yet their voices regarding their lived experiences of pandemic lockdowns have not been sought or heard. AIM This study aims to describe the lived experiences of people with Down syndrome during the pandemic lockdowns in Aotearoa New Zealand to add evidence in order to inform systemic advocacy. METHOD A mixed-methods approach positioned within an inclusive research paradigm was used, in which a group of self-advocates with Down syndrome co-designed a structured interview schedule and conducted 40 face-to-face interviews. Key themes were identified by using content analysis. RESULTS Despite the difficulties associated with lockdowns and participants not receiving their usual supports and having to make significant adjustments, they remained positive, adapted well, and demonstrated a high level of resilience and adaptability. CONCLUSIONS The findings add to the limited research on the lived experiences of people with Down syndrome during pandemic lockdowns. This research has given them a voice to contribute to policy, government initiatives, and service providers; particularly on issues around support during lockdown and staying connected with others.
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Affiliation(s)
- Franco Vaccarino
- School of Communication, Journalism and Marketing, Massey University, Manawatū campusPalmerston NorthAotearoaNew Zealand
| | - Zandra Vaccarino
- New Zealand Down Syndrome AssociationAucklandAotearoaNew Zealand
| | - Duncan Armstrong
- New Zealand Down Syndrome AssociationAucklandAotearoaNew Zealand
| | - Edward Borkin
- New Zealand Down Syndrome AssociationAucklandAotearoaNew Zealand
| | - Alexandra Hewitt
- New Zealand Down Syndrome AssociationAucklandAotearoaNew Zealand
| | - Andrew Oswin
- New Zealand Down Syndrome AssociationAucklandAotearoaNew Zealand
| | - Caroline Quick
- New Zealand Down Syndrome AssociationAucklandAotearoaNew Zealand
| | - Erin Smith
- New Zealand Down Syndrome AssociationAucklandAotearoaNew Zealand
| | - Averill Glew
- New Zealand Down Syndrome AssociationAucklandAotearoaNew Zealand
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Reeves P, McConnell D, Phelan SK. The (radical) role of belonging in shifting and expanding understandings of social inclusion for people labelled with intellectual and developmental disabilities. SOCIOLOGY OF HEALTH & ILLNESS 2023; 45:317-330. [PMID: 36307972 DOI: 10.1111/1467-9566.13574] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/21/2022] [Accepted: 10/12/2022] [Indexed: 06/16/2023]
Abstract
There is a gap between the desired outcomes of social inclusion policy and the everyday experiences of people labelled with intellectual and developmental disabilities. Despite belonging rhetorically named in social inclusion policy and practice, belonging is often absent in the lives of people labelled with intellectual and developmental disabilities and remains undertheorised in its relationship to social inclusion. In this paper, we explore the role belonging might play in narrowing the gap between how social inclusion is theorised and how it is experienced. Drawing on critical disability and feminist relational theories, we outline a relational conceptualisation of belonging and use it to 'crip' the construct of social inclusion. Exploring the synergies and tensions that surface when social inclusion and belonging are held together as discrete but interconnected constructs, we name four conceptual shifts and expansions that allow us to see social inclusion differently. Through the centring of the experiences of people labelled with intellectual and developmental disabilities, we explore the ways belonging can help to reimagine inclusion from assimilationist, static, objective and formal towards inclusion as fluid, negotiated, (inter)subjective, (in)formal and intimate.
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Affiliation(s)
- Paige Reeves
- Faculty of Rehabilitation Medicine, University of Alberta, Edmonton, Alberta, Canada
| | - David McConnell
- Faculty of Rehabilitation Medicine, University of Alberta, Edmonton, Alberta, Canada
| | - Shanon K Phelan
- Faculty of Health, Dalhousie University, Nova Scotia, Halifax, Canada
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Nalugya R, Nambejja H, Nimusiima C, Kawesa ES, van Hove G, Seeley J, Bannink Mbazzi F. Obuntu bulamu: Parental peer-to-peer support for inclusion of children with disabilities in Central Uganda. Afr J Disabil 2023; 12:948. [PMID: 36756461 PMCID: PMC9900304 DOI: 10.4102/ajod.v12i0.948] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2021] [Accepted: 04/29/2022] [Indexed: 02/04/2023] Open
Abstract
Background Obuntu bulamu, a peer-to-peer support intervention for children, parents and teachers to improve the participation and inclusion of children with disabilities (CwD), was developed and tested in Uganda. The intervention consisted of disability-inclusive peer-to-peer training and support activities. In this article, parent participation in and evaluation of the intervention are discussed. Objectives The study aims to evaluate the acceptability and feasibility of the intervention. Methods A qualitative Afrocentric intervention study was implemented in 10 schools in Wakiso district in Central Uganda. Researchers purposely selected CwD aged 8-14 years, their peers and parents from 10 primary schools with on average three CwD per school. A total of 64 study parents (33 parents of CwD and 31 peers) were interviewed at baseline and endline. Two focus group discussions were held with 14 parents at midline. Parents also participated in a consultative meeting about the intervention design at baseline and two evaluation and feedback workshops at midline and endline. Thematic data analysis was conducted. Results Findings showed that parents found the intervention inspiring, acceptable, culturally appropriate and supportive, as it built on values and practices from their own cultural tradition. Parents reported that the intervention enhanced a sense of togetherness and belonging and helped them to develop more positive attitudes towards CwD and disability inclusion. They felt the intervention increased participation and inclusion of CwD at home, school and in communities. Conclusion The Obuntu bulamu peer-to-peer support intervention is an acceptable, culturally appropriate intervention with the potential to improve inclusion of CwD. Further studies are recommended to measure the effectiveness of the intervention. Contribution The paper contributes to existing evidence that there is need for more Afrocentric interventions, which built on cultural values and practices. Interventions based on indigenous values have a greater potential to be acceptable, can foster integration and are likely to be more sustainability to achieve disability inclusion. In the article we describe parental perspectives of the Obuntu bulamu intervention, an intervention to improve inclusion of children with disabilities, which was designed by children, parents, teachers, educationalists, and academics from Uganda.
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Affiliation(s)
- Ruth Nalugya
- MRC/UVRI & LSHTM Uganda Research Unit, Kampala, Uganda
- Spina Bifida and Hydrocephalus Associations of Uganda, Kampala, Uganda
| | | | | | | | - Geert van Hove
- Faculty of Psychology and Educational Sciences, Ghent University, Ghent, Belgium
| | - Janet Seeley
- MRC/UVRI & LSHTM Uganda Research Unit, Kampala, Uganda
- London School of Hygiene & Tropical Medicine, London, United Kingdom
| | - Femke Bannink Mbazzi
- MRC/UVRI & LSHTM Uganda Research Unit, Kampala, Uganda
- Faculty of Psychology and Educational Sciences, Ghent University, Ghent, Belgium
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Djordjevic M, Glumbić N, Brojčin B, Banković S, Žunić Pavlović V. Differences in pragmatic communication skills of adults with intellectual disabilities and dual diagnoses. Front Psychiatry 2023; 14:1072736. [PMID: 36816408 PMCID: PMC9934929 DOI: 10.3389/fpsyt.2023.1072736] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/17/2022] [Accepted: 01/17/2023] [Indexed: 02/05/2023] Open
Abstract
INTRODUCTION Pragmatics includes a set of skills related to language structure and meaning that allow the speaker to use the language appropriately and in accordance with different communication situations. The aim of this research was to determine the differences in pragmatic communication skills of adults with intellectual disabilities, dual diagnoses, and typical development, and to determine the effects of gender, age, the level of intellectual functioning and speech comprehension on their achievements on two assessment instruments. METHODS The sample included 180 adults (60 typically developing participants, 60 with intellectual disabilities, and 60 participants with dual diagnoses). We used two instruments to assess pragmatic communication skills - Communication Checklist - Adult, CC-A, and the Assessment Battery for Communication, ABaCo. In order to test the differences between the three groups of participants, we used canonical discriminant analysis. RESULTS Discriminant analysis revealed two significant canonical functions. Function one (speech comprehension and the level of intellectual disability, social engagement, and paralinguistic scale) differentiates between typically developing participants and participants with dual diagnoses the most. The second canonical function (language structure, linguistic scale, paralinguistic scale, extralinguistic scale, and context scale) differentiates between participants with intellectual disabilities and participants with dual diagnoses the most. According to the results, age did not affect pragmatic achievements. DISCUSSION Pragmatic skills are very complex, and different instruments measure different dimensions of these abilities. The results of this research lead to the conclusion that we can differentiate between the pragmatic abilities of typically developing people, people with intellectual disabilities, and those with dual diagnoses with the help of the ABaCo battery and the CC-A questionnaire.
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Affiliation(s)
- Mirjana Djordjevic
- Faculty of Special Education and Rehabilitation, University of Belgrade, Belgrade, Serbia
| | - Nenad Glumbić
- Faculty of Special Education and Rehabilitation, University of Belgrade, Belgrade, Serbia
| | - Branislav Brojčin
- Faculty of Special Education and Rehabilitation, University of Belgrade, Belgrade, Serbia
| | - Slobodan Banković
- Faculty of Special Education and Rehabilitation, University of Belgrade, Belgrade, Serbia
| | - Vesna Žunić Pavlović
- Faculty of Special Education and Rehabilitation, University of Belgrade, Belgrade, Serbia
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Cameranesi M, Chimney K, Shooshtari S. Changes in the quality of life of persons with profound intellectual and multiple disabilities following community transition: A Canadian study. RESEARCH IN DEVELOPMENTAL DISABILITIES 2022; 131:104360. [PMID: 36257230 DOI: 10.1016/j.ridd.2022.104360] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/25/2021] [Revised: 09/30/2022] [Accepted: 10/02/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND The goal of this research study was to measure changes in the quality of life (QoL) of adults with profound intellectual and multiple disabilities (PIMD) and complex care needs following their transition from a large institutional residence to smaller community homes in Central Canada. METHOD A pre- post-transition quasi-experimental time-series longitudinal study design was implemented to measure the impact of community transition on the QoL of study participants. QoL was assessed in eight domains (self-determination; emotional, physical, and material wellbeing; rights; personal development; social inclusion; and interpersonal relations) by proxy at two time points (Time 1: pre-transition and Time 2: at least 6 months post-transition) using the standardized tool San Martin Scale. The study group included 33 persons with PIMD and complex care needs (20 men [60%] and 13 women [40%]) aged 24-55 years (M = 42.52; SD = 8.07). Paired-samples t-test was conducted to determine significant changes in the QoL of study participants following their community transition. RESULTS Between pre- and post-transition, study participants experienced significant improvements in all the eight domains of QoL evaluated as well as in global QoL. Mean differences ranged from 5.67 (SD = 5.16, t(32) = 6.31, p = .001) for rights to 1.73 (SD = 3.10, t(32) = 3.19, p = .003) for physical wellbeing. Mean global QoL improved significantly from 99.97 (SD = 16.54) pre-transition to 120.42 (SD = 10.54) post-transition (Mdiff = 17.55, t(32) = 6.69, p = .001). CONCLUSIONS This longitudinal study provides evidence of improved QoL for persons with PIMD following deinstitutionalization.
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Affiliation(s)
- Margherita Cameranesi
- Department of Community Health Sciences, Rady Faculty of Health Sciences, Max Rady College of Medicine, University of Manitoba, Winnipeg, MB, Canada.
| | - Katherine Chimney
- Biochemistry & Medical Genetics, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, MB, Canada
| | - Shahin Shooshtari
- Community Health Sciences, Max Rady College of Medicine, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, MB, Canada
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Nash-Patel T, Morrow E, Paliokosta P, Dundas J, O'Donoghue B, Anderson E. Co-design and delivery of a relational learning programme for nursing students and young people with severe and complex learning disabilities. NURSE EDUCATION TODAY 2022; 119:105548. [PMID: 36116386 DOI: 10.1016/j.nedt.2022.105548] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/05/2022] [Revised: 08/12/2022] [Accepted: 09/08/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND National Health Service (NHS) staff in the UK are required to undergo training about learning disabilities at the appropriate level for their role. However, this requirement does not apply to nurses in training and student nurses report fear and anxiety about caring for people with intellectual learning disabilities (ILDs). Young people with intellectual disabilities report feeling scared of nurses and parents feel staff do not listen to them or involve them in care. OBJECTIVES (i) For a university and special school for young people with server and complex ILDs to work in partnership to co-design a programme for nursing students, young people, their teachers, and parents. (ii) To deliver the programme online as part of the university's existing nursing courses. DESIGN The partnership between the university and the special school focused on co-design of an interactive programme, parent involvement, safeguarding, and the design of accessible learning resources to support young people with severe and complex ILDs' engagement. The programme was informed by relational inquiry, service user and transformative pedagogies, and parents and teacher's knowledge and views about the young people. Delivery of the programme was designed to fit into existing nursing courses and enable students on placement and young people at home or in hospital to participate. A rights-based ethnographic evaluation was designed to support participant feedback and programme development. SETTING The Heritage2Health Virtual Arts and Drama Programme was piloted with nursing students at one UK university and young people with severe and complex ILDs from one special school, their parents and teachers. PARTICIPANTS 15 nursing students (BSc Year 2 = 10, Year 3 = 3, MSc = 2) and 7 young people with severe and complex learning disabilities (age 11-14 yrs). Other participants were parents/guardians of young people (7), arts/drama facilitators (2), academic lecturers (2), special needs teachers (2), registered nurse (1). METHODS An 8-week dynamic programme of arts and drama. Sessions included 30-min start-up/presencing, 45-min storytelling/drama with young people and parents, 30-min reflection/close. Sessions were facilitated by 2 arts and drama specialists. The story of 'Ubuntu the Lion with the Long, Long, Mane' (by TNP) was used to explore difference and ways of being. The evaluation methods were participant observation, semi-structured interviews (2-6 weeks post) and thematic analysis. RESULTS Participation in the programme was a challenging, creative, and reflective experience that was transformative for all. Nurses and young people's fears and anxieties about each other were revealed and addressed by participating in arts and drama activities together. Nursing students learnt how to adopt a relational orientation to young people and their parents and teachers. CONCLUSIONS A co-designed programme for nursing students and young people with severe and complex ILDs can benefit student knowledge and skills and reduce fears and anxieties between nurses and young people with ILDs. With adequate planning and resources, the programme could be adopted by multidisciplinary partnerships between other universities and special schools.
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Affiliation(s)
- Theresa Nash-Patel
- Kingston University & St George's University of London, Heritage2Health, United Kingdom.
| | | | - Paty Paliokosta
- Inclusive Education and Special Educational Needs, Inclusion and Social Justice Special Interest Group, Kingston University & St George's University of London, United Kingdom.
| | - Jane Dundas
- Kingston University & St George's University of London, Heritage2Health, United Kingdom.
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Bellon M, Kelley J, Fisher A. "The bucket of gold at the end of the rainbow": personal experiences of hope after acquired brain injury. Disabil Rehabil 2022; 44:7974-7984. [PMID: 34813389 DOI: 10.1080/09638288.2021.2005162] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/18/2023]
Abstract
PURPOSE To investigate personal experiences of, and factors influencing hope following Acquired Brain Injury (ABI). METHODS A qualitative phenomenological approach was adopted consisting of semi-structured interviews with 15 adults with ABI. Interviews were transcribed and analysed using thematic analysis, and the Social Ecological Model (SEM) applied as a guiding framework to discuss findings and implications for policy and practice. RESULTS Five themes emerged: the importance of hope, changes in hope over time, the connection between hope and positivity, factors influencing hope and the importance of fostering hope. Participants reported varying experiences, with increased levels of hope influenced by: faith; supportive networks and professionals; goals; experiencing progress; having something to look forward to; and seeing others achieve. Professional attitudes were reported to either foster or negatively impact hope after brain injury. CONCLUSIONS These findings suggest that hope can play an important and often essential role in the lives of people with ABI. Factors influencing experiences of hope are organised against a SEM framework, identifying intrapersonal, interpersonal, institutional, community, and state and national implications for policy, professional practice and research.Implications for rehabilitationHope plays a critical role in the lives of people following acquired brain injury.Factors which positively influence hope include faith, supportive networks, goals, experiencing progress, and having something to look forward to.Professionals can impact an individual's experience of hope through person-centred and supportive therapeutic relationships.
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Affiliation(s)
- Michelle Bellon
- Disability and Community Inclusion, College of Nursing and Health Sciences, Flinders University, Adelaide, Australia
| | - Jasmin Kelley
- Disability and Community Inclusion, College of Nursing and Health Sciences, Flinders University, Adelaide, Australia
| | - Alinka Fisher
- Disability and Community Inclusion, College of Nursing and Health Sciences, Flinders University, Adelaide, Australia
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An Intersectional Examination of Disability and Race Models in Behavior-Analytic Practice. BEHAVIOR AND SOCIAL ISSUES 2022. [DOI: 10.1007/s42822-022-00116-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Lobato RM, Valenza MC, Ortiz-Rubio A. Adaptation, validity, and reliability of the Interaction with Disabled Persons Scale in Spanish population. Disabil Rehabil 2022; 44:7290-7296. [PMID: 34592858 DOI: 10.1080/09638288.2021.1980916] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/13/2023]
Abstract
PURPOSE To adapt the Interaction with Disabled Persons Scale (IDP) into Spanish and examine its factor structure. METHODS A forward and back translation of the IPD was performed by professional translators of scholarly articles. Spanish-speaking professional translators provided modifications in order to develop the final version of the scale. Participants filled in the Spanish version of the IDP, Positive and Negative Affect Schedule (PANAS), Multidimensional Attitudes Scale toward persons with disabilities (MAS), and Semantic Differential Technique (SDT). RESULTS A total of 523 persons (62.6% women), with a mean age of 29.22 (SD = 14.03) ranking from 18 to 81. The confirmatory factor analysis showed a reliable brief version of the IDP with adequate psychometric properties and two factors: (χ(19)2=28.98, p < 0.001, CFI = 0.94, TLI = 0.91, RMSEA (90% IC)=0.05 (0.01, 0.08), SRMR = 0.06). The first factor solution was Coping/Succumbing Framework and the second factor was Discomfort in Social Interaction. The internal consistency reliability for the first factor was 0.63 and for the second 0.66. CONCLUSIONS Our findings provide evidence of the psychometric properties of the IDP as a brief measure of attitude toward individual with special needs in Spanish population.Implications for rehabilitationThe Interaction with Disabled Persons Scale (IDP) was successfully translated into Spanish language.The Spanish version of IDP Scale has a good acceptability, acceptable internal consistency, and high test-retest reliability.The Spanish version of IDP can been used to assist the clinicians, educators, and researchers in identifying the attitudes of the Spanish population toward persons with functional diversity in Spanish.Identifying the attitudes will permit to improve the inclusion polity and to design social programs toward greater inclusion.
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Affiliation(s)
| | - Marie Carmen Valenza
- Department of Physiotherapy, Faculty of Health Sciences, University of Granada, Granada, Spain
| | - Araceli Ortiz-Rubio
- Department of Physiotherapy, Faculty of Health Sciences, University of Granada, Granada, Spain
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Miller V, Leigers K, Howell D, Kitzman P, Ault M. Using Social Network Analysis to Measure Social Inclusion for Individuals with Intellectual and Developmental Disabilities. Phys Occup Ther Pediatr 2022; 43:272-286. [PMID: 36284439 DOI: 10.1080/01942638.2022.2136509] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
Abstract
The aim of this perspective is to describe the theory and practical steps of using principles of social network analysis to help measure the social inclusion of individuals with intellectual and developmental disabilities (IDD). Social inclusion for those with disabilities has become an important area of focus of rehabilitative professionals in the past decade. Social inclusion is comprised of the domains participation and social interaction. Decreased social inclusion can negatively impact quality of life and health. Individuals with IDD continue to experience barriers to social inclusion such as limited opportunities to socialize and participate in community groups, physical barriers, and the lack of available valued social roles. There are limited methods for measuring social inclusion for individuals with IDD. Social network analysis is one way to analyze and understand social relationships to better understand the social inclusion of individuals with IDD. Providing a way to measure social inclusion may help answer questions about the effectiveness of interventions, ultimately leading to increased social inclusion for individuals with IDD.
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Affiliation(s)
- Valerie Miller
- Rehabilitation, Exercise, and Nutrition Sciences, University of Cincinnati, Cincinnati, OH, USA.,College of Health Sciences, University of Kentucky, Lexington, KY, USA
| | - Kelly Leigers
- College of Health Sciences, University of Kentucky, Lexington, KY, USA
| | - Dana Howell
- College of Health Sciences, University of Kentucky, Lexington, KY, USA.,Department of Occupational Science and Occupational Therapy, Eastern Kentucky University, Richmond, KY, USA
| | - Patrick Kitzman
- College of Health Sciences, University of Kentucky, Lexington, KY, USA
| | - Melinda Ault
- College of Education, University of Kentucky, Lexington, KY, USA
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McCausland D, Murphy E, McCarron M, McCallion P. The potential for person-centred planning to support the community participation of adults with an intellectual disability. JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2022; 26:603-623. [PMID: 34219528 PMCID: PMC9442779 DOI: 10.1177/17446295211022125] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Accepted: 05/09/2021] [Indexed: 06/13/2023]
Abstract
Person-centred planning (PCP) puts individuals with an intellectual disability at the centre of service and support planning, identifying how individuals wish to live their lives and what is needed to make that possible. PCP has been identified as having the potential to facilitate improved social inclusion and community participation. A mixed-methods approach combined quantitative analyses with qualitative case studies of individuals with severe-profound intellectual disability to assess the impact of PCP on community participation for adults with an intellectual disability at a disability service in Dublin. We conclude that PCP may provide a good basis to plan community participation and, with the right supports in place, may provide opportunities for people with complex needs to improve their community participation. Supports including familiar staff and family are critical to the success of PCP for people with complex needs, and their absence may undermine the best intentions of PCP for this population.
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Affiliation(s)
- Darren McCausland
- Darren McCausland, Centre for Ageing and
Intellectual Disability, School of Nursing & Midwifery, Trinity College
Dublin, 24 D’Olier Street, Dublin 2, Ireland.
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40
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Huizenga J, Scheffelaar A, Fruijtier A, Wilken JP, Bleijenberg N, Van Regenmortel T. Everyday Experiences of People Living with Mild Cognitive Impairment or Dementia: A Scoping Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:10828. [PMID: 36078544 PMCID: PMC9518176 DOI: 10.3390/ijerph191710828] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/01/2022] [Revised: 08/23/2022] [Accepted: 08/26/2022] [Indexed: 06/15/2023]
Abstract
Increasing attention has been paid to the 'voice' of people living with mild cognitive impairment (MCI) or dementia, but there is a lack of clarity about how everyday life is perceived from this insider's perspective. This study aimed to explore the everyday life experiences, challenges and facilitators of individuals with MCI and dementia living at home. A scoping review of qualitative studies, guided by the Joanna Briggs Institute Reviewers Manual, was conducted. Eight databases were searched, resulting in 6345 records, of which 58 papers published between 2011 and 2021 were included. Analysis was carried out by descriptive content analysis. Findings were categorized into seven spheres of everyday life: experiences related to the condition, self, relationships, activities, environment, health and social care and public opinions. The results show many disruptions and losses in everyday life and how people try to accommodate these changes. In all areas of everyday life, people show a deep desire to have reciprocal relationships, stay engaged through participation in activities and have a sense of belonging in the community. However, more research is needed on the factors that promote and impede the sense of reciprocity and belonging.
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Affiliation(s)
- Jacoba Huizenga
- Institute of Social Work, HU University of Applied Sciences Utrecht, 3507 LC Utrecht, The Netherlands
- Research Center Social Innovation, HU University of Applied Sciences Utrecht, 3507 LC Utrecht, The Netherlands
- Department of Tranzo, School of Social and Behavioral Sciences, Tilburg University, 5000 LE Tilburg, The Netherlands
| | - Aukelien Scheffelaar
- Department of Tranzo, School of Social and Behavioral Sciences, Tilburg University, 5000 LE Tilburg, The Netherlands
| | - Agnetha Fruijtier
- Research Center Social Innovation, HU University of Applied Sciences Utrecht, 3507 LC Utrecht, The Netherlands
| | - Jean Pierre Wilken
- Research Center Social Innovation, HU University of Applied Sciences Utrecht, 3507 LC Utrecht, The Netherlands
| | - Nienke Bleijenberg
- Research Center Healthy & Sustainable Living, HU University of Applied Sciences Utrecht, 3507 LC Utrecht, The Netherlands
- Department Julius Center for Health Sciences and Primary Care, University Medical Center Utrecht, 3584 CG Utrecht, The Netherlands
| | - Tine Van Regenmortel
- Department of Tranzo, School of Social and Behavioral Sciences, Tilburg University, 5000 LE Tilburg, The Netherlands
- HIVA—Research Institute for Work and Society, Faculty of Social Sciences, University of Leuven, B-3000 Leuven, Belgium
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Adolescents’ Characteristics and Peer Relationships in Class: A Population Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19158907. [PMID: 35897277 PMCID: PMC9330489 DOI: 10.3390/ijerph19158907] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/21/2022] [Revised: 07/18/2022] [Accepted: 07/19/2022] [Indexed: 02/06/2023]
Abstract
Background: This study aimed to investigate differences in adolescents’ social relationships with classmates of diverse gender, socioeconomic status, immigrant background, and academic achievement. Methods: A population of 10th-grade students (N = 406,783; males = 50.3%; Mage = 15.57 years, SDage = 0.75) completed the Classmates Social Isolation Questionnaire (CSIQ), an instrument specifically designed to measure two distinct but correlated types of peer relationships in class: peer acceptance and peer friendship. To obtain reliable comparisons across diverse adolescent characteristics, the measurement invariance of the CSIQ was established by means of CFAs and then latent mean differences tests were performed. Results: Immigrant background, academic achievement, and socioeconomic status all proved to be important factors influencing relationships with classmates, while being a male or a female was less relevant. Being a first-generation immigrant adolescent appears to be the foremost risk factor for being less accepted by classmates, while having a low academic achievement is the greatest hindrance for having friends in the group of classmates, a finding that diverges from previous studies. Conclusions: This population study suggests that adolescent characteristics (especially immigrant background, socioeconomic status, and academic achievement) seem to affect social relationships with classmates.
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King G, Smart E, Bowman L, Pinto M. Social participation interventions targeting relational outcomes for young people with physical and developmental disabilities: an umbrella review and narrative synthesis. Disabil Rehabil 2022:1-14. [PMID: 35695048 DOI: 10.1080/09638288.2022.2085332] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Abstract
Purpose: To synthesize knowledge about social participation interventions targeting relational outcomes for young people with physical and developmental disabilities.Method: An umbrella review with a narrative synthesis was conducted to integrate findings of review articles examining social participation interventions targeting relational outcomes (e.g., peer interaction and friendships). Six databases were searched to identify reviews published between 2010 and 2021.Results: Five reviews were identified, examining participation interventions, social/community integration interventions, recreational sport programs, online peer mentorship programs, and augmentative and alternative communication interventions to promote social interaction with peers. Interventions associated with improvements in relational outcomes included group-based programs, programs involving personalized goals, arts-based programs, and multi-component social communication interventions. Recommendations for future research included better description of interventions to identify active ingredients and key mechanisms, measurement of participants' experiences, and the need for interventions to be aligned with the nature of the outcomes examined. Preliminary intervention principles are proposed to guide the design of social participation interventions: individualizing, contextualizing, and immersion in social settings.Conclusions: There are multiple pathways by which to influence the relational outcomes of young people with disabilities. There are implications for the design of social participation interventions based on an ecological/experiential and relational perspective.IMPLICATIONS FOR REHABILITATIONImprovements in relational outcomes are associated with participation in group-based programs, programs involving personalized goals, arts-based programs, and multi-component social communication interventions.Three evidence-informed principles can help guide the design of social participation interventions: (1) personalizing, (2) contextualizing, and (3) immersion in social settings.Greater attention to aligning the nature of intervention with desired outcomes is needed to more effectively measure and promote relational outcomes.
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Affiliation(s)
- Gillian King
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Canada.,Department of Occupational Science and Occupational Therapy, University of Toronto, Toronto, Canada
| | - Eric Smart
- Department of Occupational Science and Occupational Therapy, University of Toronto, Toronto, Canada.,Holland Bloorview Kids Rehabilitation Hospital, Toronto, Canada
| | - Laura Bowman
- Department of Occupational Science and Occupational Therapy, University of Toronto, Toronto, Canada.,Holland Bloorview Kids Rehabilitation Hospital, Toronto, Canada
| | - Madhu Pinto
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Canada
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Song W, Salzer MS, Nonnemacher SL, Miller KK, Shea LL. Living arrangements and community participation among autistic adults: Exploring the possible influences of living alone or with others. RESEARCH IN DEVELOPMENTAL DISABILITIES 2022; 124:104213. [PMID: 35290949 DOI: 10.1016/j.ridd.2022.104213] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/07/2021] [Revised: 03/04/2022] [Accepted: 03/04/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND With the increasing prevalence of autistic individuals, it is greatly needed to examine the factors impacting their community participation experiences. Where autistic adults live and how that may be related to their participation and quality of life is one environmental factor that has received little attention. AIMS This study explored the association between living arrangements in the community and community participation for autistic adults. METHOD This study used data from a statewide survey of autistic adults (N = 744) to investigate the relationship between living arrangements (live alone with or without support, live with roommate/spouse, or live with family) and the amount, breadth, and sufficiency of community participation. RESULTS After controlling for sociodemographic and clinical factors known to be associated with community participation, autistic adults living with family members participated less frequently in community activities over 30 days than those living with a roommate/spouse. However, they experienced similar levels of sufficiency with their participation. Autistic adults living alone with support reported the lowest levels of sufficiency with their participation, although the amount and breadth of their participation were no different from other adults. CONCLUSION These findings have several implications for providing support to enable autistic adults to participate in the areas that are important to them and to the extent they desire. Future research is needed to gain a better understanding of how interests and expectations for participation may be influenced by living situations.
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Affiliation(s)
- Wei Song
- College of Public Health, Temple University, 1700 N. Broad St., Suite 313, Philadelphia, PA 19122, USA.
| | - Mark S Salzer
- Temple University Collaborative on Community Inclusion of Individuals with Psychiatric Disabilities, Temple University, 1700 N. Broad St., Suite 304, Philadelphia, PA 19122, USA
| | - Stacy L Nonnemacher
- Bureau of Supports for Autism and Special Populations, Pennsylvania Department of Human Services, 801 Market St., Philadelphia, PA 19107, USA
| | - Kaitlin Koffer Miller
- Policy and Analytics Center, A.J. Drexel Autism Institute, Drexel University, 3020 Market Street, Suite 560, Philadelphia, PA 19104, USA
| | - Lindsay L Shea
- Policy and Analytics Center, A.J. Drexel Autism Institute, Drexel University, 3020 Market Street, Suite 560, Philadelphia, PA 19104, USA
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Boland G, Guerin S. Connecting locally: An examination of the role of service providers in supporting the social inclusion of adults with intellectual disabilities in their neighbourhoods. JOURNAL OF POLICY AND PRACTICE IN INTELLECTUAL DISABILITIES 2022. [DOI: 10.1111/jppi.12419] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
- Geraldine Boland
- UCD Centre for Disability Studies, UCD School of Psychology University College Dublin Dublin Ireland
| | - Suzanne Guerin
- UCD Centre for Disability Studies, UCD School of Psychology University College Dublin Dublin Ireland
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45
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Experiences of Inclusive Action and Social Design Research with Social Workers and People with Intellectual Disabilities. SOCIAL SCIENCES-BASEL 2022. [DOI: 10.3390/socsci11030121] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
In this study, we report on a two-year experience of inclusive participative action and social design research consisting of intensive collaboration between social workers, people with intellectual disabilities and researchers. Action research and design research are attunable and lend themselves to an inclusive approach aimed at knowledge development and change in practice. Social workers and people with intellectual disabilities were involved in a community of development. They became owners of the subject matter and the answers and solutions they designed. We conclude that an inclusive approach lends itself well to combining or even merging action research and social design research. Inclusive participative action and social design research cannot be standardized since it contains a particularly emergent process. Hence, it requires flexibility and creativity in finding ways to create an inclusive process of co-creation.
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Correale C, Borgi M, Cirulli F, Laghi F, Trimarco B, Ferraro M, Venerosi A. The Impact of Health and Social Services on the Quality of Life in Families of Adults with Autism Spectrum Disorder (ASD): A Focus Group Study. Brain Sci 2022; 12:brainsci12020177. [PMID: 35203938 PMCID: PMC8869802 DOI: 10.3390/brainsci12020177] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2021] [Revised: 01/21/2022] [Accepted: 01/26/2022] [Indexed: 11/16/2022] Open
Abstract
Background: Autism spectrum disorder (ASD) is a complex developmental condition that affects the whole family. The gap between childrens’ needs and their satisfaction, especially regarding what concerns the presence of social and healthcare services, is still a source of burden, particularly after the transition to adulthood. Our study aimed to gather a comprehensive view on how parents of adults with ASD perceive (and interact with) health and social services, and how the provision of care impacts family quality of life with the aim to advise ASD intervention programs. The goal is to identify specific areas of change useful to influence autism intervention strategies so that they more effectively meet the needs of young people with autism and their families. Methods: We conducted two focus groups with parents of young adults with ASD. A semi-structured focus group methodology was adopted. The QoL conceptual framework guided data collection and analysis as part of a directed theory-driven content analysis approach. Results: The lack of structured care pathways and the low level of integration of different services were the main limits reported by parents during the focus group, while a shared positive perception of the experience conducted together as caring families emerged. Conclusions: The experience here reported claims for a greater role of the institutions in order to facilitate the building of networks that are really inclusive for persons with autism in society and to support the implementation of innovative solutions for the welfare system. Furthermore, parents stressed the need for the provision of support to the family.
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Affiliation(s)
- Cinzia Correale
- Cooperativa Sociale Agricola Integrata «Giuseppe Garibaldi», 00179 Rome, Italy; (C.C.); (B.T.); (M.F.)
- Center for Behavioral Sciences and Mental Health, Istituto Superiore di Sanità, 00161 Rome, Italy; (M.B.); (F.C.)
| | - Marta Borgi
- Center for Behavioral Sciences and Mental Health, Istituto Superiore di Sanità, 00161 Rome, Italy; (M.B.); (F.C.)
| | - Francesca Cirulli
- Center for Behavioral Sciences and Mental Health, Istituto Superiore di Sanità, 00161 Rome, Italy; (M.B.); (F.C.)
| | - Fiorenzo Laghi
- Department of Developmental and Social Psychology, Sapienza University of Rome, 00185 Rome, Italy;
| | - Barbara Trimarco
- Cooperativa Sociale Agricola Integrata «Giuseppe Garibaldi», 00179 Rome, Italy; (C.C.); (B.T.); (M.F.)
| | - Maurizio Ferraro
- Cooperativa Sociale Agricola Integrata «Giuseppe Garibaldi», 00179 Rome, Italy; (C.C.); (B.T.); (M.F.)
| | - Aldina Venerosi
- Center for Behavioral Sciences and Mental Health, Istituto Superiore di Sanità, 00161 Rome, Italy; (M.B.); (F.C.)
- Correspondence:
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47
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Giesbers SAH, Hendriks AHC, Hastings RP, Jahoda A, Tournier T, Embregts PJCM. Perceptions of people with mild intellectual disability and their family members about family-based social capital in the Netherlands. HEALTH & SOCIAL CARE IN THE COMMUNITY 2022; 30:341-352. [PMID: 33978284 PMCID: PMC9290458 DOI: 10.1111/hsc.13407] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/22/2020] [Revised: 02/25/2021] [Accepted: 03/08/2021] [Indexed: 06/12/2023]
Abstract
Families play an important role in the lives of people with intellectual disability as they do for everyone. However, little research has addressed the views of people with intellectual disability about their families by using self-report. Individual family members may hold different views about their family relationships. Therefore, we used a social capital theoretical perspective to examine (a) how perceptions of people with mild intellectual disability (MID) about their family support networks compare to those of their family members and (b) what factors are associated with any diverging perceptions. Randomly selected participants with MID (n = 111) and their family members (n = 111) were interviewed individually at their homes using the Family Network Method-Intellectual Disability (FNM-ID). The FNM-ID examines how people define their family groups and how they perceive existing supportive relationships within this group. The findings showed that participants with MID perceived that they had somewhat denser family networks (i.e., bonding social capital) than family members perceived them to have and were more likely to report bridging social capital. They reported more relationships that involved them providing support to family members. This difference in estimation was greater when the participant with MID displayed higher levels of externalizing behaviour problems. They also perceived more reciprocity in their relationships with family. No differences were found in the estimated numbers of significant family members and relationships in which support was received. It is concluded that people with MID and their family members have different perceptions on several aspects of the family support network. Family professionals and services should seek the views of people with intellectual disability and their family members when carrying out assessments or organizing supports.
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Affiliation(s)
- Sanne A. H. Giesbers
- Tranzo, Tilburg School of Social and Behavioral SciencesTilburg UniversityTilburgThe Netherlands
- Dichterbij Innovation and ScienceGennepThe Netherlands
| | - Alexander H. C. Hendriks
- School of Pedagogical and Educational ScienceFaculty of Social SciencesRadboud University NijmegenNijmegenThe Netherlands
| | - Richard P. Hastings
- Centre for Educational Development, Appraisal and ResearchUniversity of WarwickCoventryUK
- Centre for Developmental Psychiatry and PsychologyDepartment of PsychiatrySchool of Clinical Sciences at Monash HealthMonash UniversityMelbourneVICAustralia
| | - Andrew Jahoda
- Psychological MedicineUniversity of GlasgowGlasgowUK
| | - Tess Tournier
- Tranzo, Tilburg School of Social and Behavioral SciencesTilburg UniversityTilburgThe Netherlands
- ASVZSliedrechtThe Netherlands
| | - Petri J. C. M. Embregts
- Tranzo, Tilburg School of Social and Behavioral SciencesTilburg UniversityTilburgThe Netherlands
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48
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Attitudes Toward People With Intellectual Disability Associated With Integrated Sport Participation. Adapt Phys Activ Q 2022; 39:86-108. [PMID: 34728589 DOI: 10.1123/apaq.2021-0006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2021] [Revised: 07/13/2021] [Accepted: 08/17/2021] [Indexed: 01/12/2023] Open
Abstract
Direct, meaningful contact with people with intellectual disability, such as through integrated sport, may be related to positive attitudes. The current study aimed to compare implicit (unconscious) and explicit (conscious) attitudes between adults involved in integrated sport events and those in a comparison group who were not and examine the association between attitudes and degree of integrated sport involvement. An online survey measuring attitudes was completed by 295 adults without intellectual disability who participated in integrated sport activities and 450 adults who did not. Individuals involved in integrated sport reported less negative behavioral and affective attitudes relative to the comparison group, with mixed results for cognitive attitudes. Groups did not differ on implicit attitudes. Greater integrated sport involvement was related to some aspects of explicit attitudes. Involvement in integrated sport may be linked to how participants view intellectual disability, which has important implications for enhancing social inclusion and informing positive attitudes.
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Prohn SM, Dinora P, Broda MD, Bogenschutz M, Lineberry S. Measuring Four Personal Opportunities for Adults With Intellectual and Developmental Disabilities. INCLUSION (WASHINGTON, D.C.) 2022; 10:19-34. [PMID: 35721258 PMCID: PMC9201575 DOI: 10.1352/2326-6988-10.1.19] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
This study tests an empirically derived model for measuring personal opportunities for people with intellectual and developmental disabilities (IDD) using National Core Indicators In-Person Survey (NCI-IPS) state and national datasets. The four personal opportunities measured, (a) privacy rights, (b) everyday choice, (c) community participation, and (d) expanded friendships, were informed by existing conceptualizations of service as well as NCI-IPS measures. Analyses confirmed the fit of a four-factor model and demonstrated that factors were significantly and positively correlated. To demonstrate the relationships between personal opportunities and personal and environmental characteristics, we estimated a structural equation model that regressed personal opportunities on age, gender, place of residence, and level of intellectual disability. Implications for using personal opportunities for evaluating service quality of IDD systems are discussed.
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Affiliation(s)
- Seb M Prohn
- Seb M. Prohn, Parthenia Dinora, Michael Broda, Matthew Bogenschutz, and Sarah Lineberry, Virginia Commonwealth University
| | - Parthenia Dinora
- Seb M. Prohn, Parthenia Dinora, Michael Broda, Matthew Bogenschutz, and Sarah Lineberry, Virginia Commonwealth University
| | - Michael D Broda
- Seb M. Prohn, Parthenia Dinora, Michael Broda, Matthew Bogenschutz, and Sarah Lineberry, Virginia Commonwealth University
| | - Matthew Bogenschutz
- Seb M. Prohn, Parthenia Dinora, Michael Broda, Matthew Bogenschutz, and Sarah Lineberry, Virginia Commonwealth University
| | - Sarah Lineberry
- Seb M. Prohn, Parthenia Dinora, Michael Broda, Matthew Bogenschutz, and Sarah Lineberry, Virginia Commonwealth University
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50
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Beaton MC, Codina GN, Wharton JC. Decommissioning normal: COVID-19 as a disruptor of school norms for young people with learning disabilities. BRITISH JOURNAL OF LEARNING DISABILITIES 2021; 49:393-402. [PMID: 34220278 PMCID: PMC8239902 DOI: 10.1111/bld.12399] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/10/2021] [Accepted: 05/11/2021] [Indexed: 06/13/2023]
Abstract
UNLABELLED The COVID-19 pandemic has forced everyone to live at a social distance from other people. This has changed the way people live and are included socially.This paper focuses on the unexpected ways schools have altered and deepened social inclusion for children with learning disabilities during the COVID-19 pandemic.We interviewed six people: two people who work for a Local Authority, one Headteacher of a special school, one Special Educational Needs and Disability Consultant, one young person with a learning disability and her mother.The findings and conclusions show the "new normal" caused by COVID-19 can help to deepen social inclusion for children with learning disabilities. For example, it can help children communicate in alternative ways with their teachers and friends. It can help families to understand more about their son/daughter's educational abilities; this means they can advocate better for them. It can help professionals to meet the needs of children with learning disabilities more quickly.We do not enjoy living at a social distance from everyone else, but we do want to make sure that lessons can be learnt from this moment in time. BACKGROUND To slow the spread of COVID-19, on 20 March 2020, nurseries, schools and colleges across England were closed to all learners, apart from those who were children of key workers or were considered "vulnerable." As young people with learning disabilities, families, professionals and schools become acquainted with the Erfahrung of the new horizon brought about by COVID-19, the negativity of altered social inclusion is becoming the "new normal." Capturing this transitory moment in time, this paper reflexively analyses the curiously productive variables of altered ecological pathways to social inclusion for people with learning disabilities. METHODS Taking a hermeneutic stance, this paper draws on Gadamer's construction of the nature of new experiences. Focussed on the experience of social inclusion during the COVID-19 pandemic, semi-structured interviews were conducted with six key stakeholders. As the phenomenon in question was new, an inductive approach to thematic analysis was applied. FINDINGS The critical tenet of this paper is that the Erfahrung of COVID-19 has created the conditions for a "new normal" which have afforded children with learning disabilities altered opportunities for social inclusion, whether that be through increased power/agency for them and their families and/or new modes of connectedness leading to enhanced relationships. CONCLUSION Whilst the impact of COVID-19 has been a negative one for many aspects of society, application of Simplican and Gadamer's theories on social inclusion and the nature of new experiences has permitted the surfacing of new possibilities for the social inclusion of children with learning disabilities.
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