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Marriott C, Parish C, Griffiths C, Fish R. Experiences of shame and intellectual disabilities: Two case studies. JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2020; 24:489-502. [PMID: 31035845 DOI: 10.1177/1744629519844091] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Shame is a trans-diagnostic phenomenon that underlies a variety of mental health difficulties. People with intellectual disabilities (IDs) are reported to be one of the most stigmatized and excluded groups in society and are more likely to experience mental health problems than the general population. Consequently, this group may be at a significant risk of shame-related distress. However, there is a lack of research that investigates the experience of shame in people with ID, and there is currently a lack of interventions targeting shame in people with ID. Two case studies were undertaken to document the experiences of stigma, discrimination, and shame in people with ID and to explore how shame may present in this population. Shame was found to be a significant barrier to social inclusion and to contribute towards poor psychological health in people with ID. The development of interventions that specifically target shame in this population is recommended.
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Affiliation(s)
- Clare Marriott
- 8954Northamptonshire Healthcare NHS Foundation Trust, UK
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Pelleboer-Gunnink HA, van Oorsouw WMWJ, van Weeghel J, Embregts PJCM. Stigma research in the field of intellectual disabilities: a scoping review on the perspective of care providers. INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES 2019; 67:168-187. [PMID: 34188898 PMCID: PMC8211133 DOI: 10.1080/20473869.2019.1616990] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/16/2018] [Revised: 04/04/2019] [Accepted: 05/05/2019] [Indexed: 05/27/2023]
Abstract
Care providers are key agents in the lives of individuals with an intellectual disability (ID). The quality of their support can be affected by manifestations of stigma. This scoping review was conducted to explore studies that provide indications of care providers' stigmatization of people with ID. Methods: A structured search was made in four databases to identify relevant studies in English-language peer-reviewed journals. Records were systematically and independently screened by the researchers. Results: The 40 articles included in this review were mainly conducted in Western countries and used Likert-type self-report measures of explicit attitudes. Stigmatization seemed more distinct concerning people with high support needs. The few studies on public stigma preliminary suggest that staff may also stigmatize people with ID based on other social identities. Regarding the support of structural stigma, staff reported skepticism regarding community inclusion for people with high support needs, and tended to be ambivalent about the protection-or-empowerment balance in the support of people with ID. Possible indications of stigmatization regarding sexuality were found on specific issues, such as self-determination and privacy. Agreement of staff with certain rights did not necessarily lead to staff acting in accordance with such rights. Conclusion: Indications of stigmatization of people with ID by care providers were found. Stigmatizing attitudes might affect the quality of care providers' support. Potential leads for future interventions concern creating awareness, sharing power, addressing diagnostic overshadowing, and providing explicit policy translations. Directions for future research concern strengthening the methodology of studies and enriching the studied topics.
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Affiliation(s)
- Hannah A. Pelleboer-Gunnink
- Department of Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, TheNetherlands
- Dichterbij Innovation and Science, Gennep, The Netherlands
| | | | - Jaap van Weeghel
- Department of Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, TheNetherlands
- Phrenos Centre of Expertise, Utrecht, The Netherlands
- Parnassia Group, Dijk en Duin Mental Health Centre, Castricum, The Netherlands
| | - Petri J. C. M. Embregts
- Department of Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, TheNetherlands
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Deakin K, Moore DG, Jahoda A. Children and young people with Down syndrome: Their awareness of Down syndrome and developing self-perceptions. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2018; 31:1197-1208. [DOI: 10.1111/jar.12494] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2017] [Revised: 01/21/2018] [Accepted: 05/23/2018] [Indexed: 11/30/2022]
Affiliation(s)
- Karen Deakin
- Institute of Health and Wellbeing; University of Glasgow; Glasgow UK
| | - Derek G. Moore
- Faculty of Education and Health; University of Greenwich; London UK
| | - Andrew Jahoda
- Institute of Health and Wellbeing; University of Glasgow; Glasgow UK
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Venema E, Vlaskamp C, Otten S. Safety First! The Topic of Safety in Reversed Integration of People With Intellectual Disabilities. JOURNAL OF POLICY AND PRACTICE IN INTELLECTUAL DISABILITIES 2017. [DOI: 10.1111/jppi.12179] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Affiliation(s)
| | | | - Sabine Otten
- University of Groningen, Groningen, the Netherlands
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Monteleone R, Forrester-Jones R. ‘Disability Means, um, Dysfunctioning People’: A Qualitative Analysis of the Meaning and Experience of Disability among Adults with Intellectual Disabilities. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2016; 30:301-315. [DOI: 10.1111/jar.12240] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/05/2016] [Indexed: 11/29/2022]
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Bigby C, Wiesel I. Mediating Community Participation: Practice of Support Workers in Initiating, Facilitating or Disrupting Encounters between People with and without Intellectual Disability. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2015; 28:307-18. [PMID: 25565134 DOI: 10.1111/jar.12140] [Citation(s) in RCA: 40] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/07/2014] [Indexed: 11/28/2022]
Affiliation(s)
- Christine Bigby
- Living with Disability Research Centre; La Trobe University; Vic; Australia
| | - Ilan Wiesel
- City Futures; University of New South Wales; NSW Australia
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Beail N, Williams K. Using qualitative methods in research with people who have intellectual disabilities. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2014; 27:85-96. [PMID: 24497301 DOI: 10.1111/jar.12088] [Citation(s) in RCA: 48] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/01/2014] [Indexed: 12/01/2022]
Abstract
BACKGROUND JARID has a long and positive association with qualitative research dating back to its first issue. This paper looks at the development of qualitative methods and their application in the field of intellectual disability (ID). METHOD When invited to make a contribution on qualitative research for the 25th Anniversary of JARID, the present authors considered the options. We examined the frequency with which qualitative studies have been published in three major intellectual disability journals over a decade, and we considered attempting a systematic review or a meta-synthesis. RESULTS The volume of published studies has increased, but there were too many across a diverse range of topics for a systematic review of qualitative research in general; but not enough for a systematic review or meta-synthesis with a particular focus. However, there were many issues that needed to be aired. This paper therefore contains some critical reflections on the use of qualitative methods. CONCLUSION If we want to hear the voices of people who have ID then we need appropriate ways to do this. Qualitative methods are playing an increasing role in bringing the unknown about people who have ID into the known. The approach plays a valuable role in informing us about the experiences and lives of people who have ID. However, we have identified many methodological issues which will need to be further explored. At the same time, we need to develop methods to enable increased participation of people who have ID in some aspects of research. The participatory paradigm is more established in qualitative approaches as it lends itself to participation in generating research questions, developing interview questions, conducting interviews and even stages of the analysis. There are clearly areas that need to be addressed by trained researchers and the whole process will need some facilitation and support. Writing up for journals is one aspect that could be very problematic: so other forms of dissemination need to be explored.
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Affiliation(s)
- Nigel Beail
- Barnsley Adult Learning Disabilities Specialist Health Service, South West Yorkshire Partnership NHS Foundation Trust, Barnsley, UK; Department of Psychology, Clinical Psychology Unit, University of Sheffield, Sheffield, UK
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Todd S. 'Being there': the experiences of staff in dealing with matters of dying and death in services for people with intellectual disabilities. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2013; 26:215-30. [PMID: 23580208 DOI: 10.1111/jar.12024] [Citation(s) in RCA: 38] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/08/2012] [Indexed: 11/26/2022]
Abstract
BACKGROUND Research on staffed housing for people with intellectual disability has identified the challenges in achieving postitive quality of life outcomes. However, a less well considered dimension of such services is that they are places of living and dying. This paper looks at the experiences of staff in dealing with issues of death and dying. METHOD In depth qualitative interviews were held with 22 staff in 5 different providers and who had experienced, in total, 27 deaths of people with intellectual disability. RESULTS The data highlight that staff felt providing a good quality of care at the end of life was an important but unrecognised dimension of their work. This work could be broken down into several different phases, dying, death and beyond death. Bad deaths were felt to be those deaths which prevented staff from 'being there' with individuals over those phases.
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Affiliation(s)
- Stuart Todd
- Unit for Development in Intellectual Disabilities, University of Glamorgan, Pontypridd, Wales, UK.
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van Asselt-Goverts AE, Embregts PJCM, Hendriks AHC, Frielink N. Experiences of Support Staff with Expanding and Strengthening Social Networks of People with Mild Intellectual Disabilities. JOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY 2013. [DOI: 10.1002/casp.2156] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
Affiliation(s)
- A. E. van Asselt-Goverts
- HAN University of Applied Sciences; Faculty of Health and Social Studies; Nijmegen The Netherlands
- Tilburg University; Tranzo; Tilburg The Netherlands
| | - P. J. C. M. Embregts
- HAN University of Applied Sciences; Faculty of Health and Social Studies; Nijmegen The Netherlands
- Tilburg University; Tranzo; Tilburg The Netherlands
- Dichterbij Kennisn@; Ottersum The Netherlands
- Tilburg University; Medical & Clinical Psychology; Tilburg The Netherlands
| | - A. H. C. Hendriks
- HAN University of Applied Sciences; Faculty of Health and Social Studies; Nijmegen The Netherlands
- Dichterbij Kennisn@; Ottersum The Netherlands
- Radboud University; Faculty of Social Sciences, School of Educational Sciences; Nijmegen The Netherlands
| | - N. Frielink
- Tilburg University; Tranzo; Tilburg The Netherlands
- Dichterbij Kennisn@; Ottersum The Netherlands
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Caldwell K, Harris SP, Renko M. The potential of social entrepreneurship: conceptual tools for applying citizenship theory to policy and practice. INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2012; 50:505-518. [PMID: 23256692 DOI: 10.1352/1934-9556-50.06.505] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
Contemporary policy encourages self-employment and entrepreneurship as a vehicle for empowerment and self-sufficiency among people with disabilities. However, such encouragement raises important citizenship questions concerning the participation of people with intellectual and developmental disabilities (IDD). As an innovative strategy for addressing pressing social and economic problems, "social entrepreneurship" has become a phrase that is gaining momentum in the IDD community--one that carries with it a very distinct history. Although social entrepreneurship holds the potential to be an empowering source of job creation and social innovation, it also has the potential to be used to further disenfranchise this marginalized population. It is crucial that in moving forward society takes care not to perpetuate existing models of oppression, particularly in regard to the social and economic participation of people with IDD. The conceptual tools addressed in this article can inform the way that researchers, policymakers, and practitioners approach complex issues, such as social entrepreneurship, to improve communication among disciplines while retaining an integral focus on rights and social justice by framing this issue within citizenship theory.
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Affiliation(s)
- Kate Caldwell
- Department of Disability and Human Development, University of Illinois at Chicago, 1640 West Roosevelt Road (MC626), Chicago, IL 60608, USA.
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Ali A, Hassiotis A, Strydom A, King M. Self stigma in people with intellectual disabilities and courtesy stigma in family carers: a systematic review. RESEARCH IN DEVELOPMENTAL DISABILITIES 2012; 33:2122-2140. [PMID: 22784823 DOI: 10.1016/j.ridd.2012.06.013] [Citation(s) in RCA: 133] [Impact Index Per Article: 11.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/04/2012] [Revised: 06/08/2012] [Accepted: 06/15/2012] [Indexed: 06/01/2023]
Abstract
People with intellectual disability are one of the most stigmatised groups in society. Despite this, research in this area has been limited. This paper provides a review of studies examining self stigma in people with intellectual disability, and courtesy and affiliate stigma in family carers. An electronic search of studies published between 1990 and February 2012, using four databases and hand searching of journals was conducted. Thirty-seven papers were included in the review: 17 studies examined self stigma and 20 studies examined courtesy or affiliate stigma. The findings indicate that both individuals and family carers experience stigma and that it may have a negative impact on psychological wellbeing. Awareness of stigma in people with intellectual disability appears to be related to the extent to which individuals accept and internalise the label of intellectual disability. Most of the studies were qualitative studies or small descriptive studies. There is a lack of large prevalence studies and longitudinal studies examining the impact of stigma, in both individuals with intellectual disability and their carers.
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Affiliation(s)
- Afia Ali
- Mental Health Sciences Unit, University College London, 2nd Floor, Charles Bell House, 67-73 Riding House Street, London W1W 7EY, United Kingdom.
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Werner S, Corrigan P, Ditchman N, Sokol K. Stigma and intellectual disability: a review of related measures and future directions. RESEARCH IN DEVELOPMENTAL DISABILITIES 2012; 33:748-765. [PMID: 22115915 DOI: 10.1016/j.ridd.2011.10.009] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/29/2011] [Revised: 10/07/2011] [Accepted: 10/07/2011] [Indexed: 05/31/2023]
Abstract
The theoretical construct of stigma has received much attention in psychiatric disability research, leading to the development of widely used measures. Such measures have had real world impact in that they allow for the assessment of stigma change efforts. The study of stigma has not received the same level of attention for persons with intellectual disabilities. In this manuscript we evaluate existing measures of intellectual disability stigma through a systematic review of the literature. Twenty-four scales were reviewed and evaluated. Findings indicate a paucity of stigma measures based on theoretical conceptualizations pointing to a need for further development of measures to pursue the study of public, self, and family stigma as related to intellectual disability.
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Affiliation(s)
- Shirli Werner
- The Paul Baerwald School of Social Work and Social Welfare Hebrew University of Jerusalem Mount Scopus, Jerusalem 91905, Israel.
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Martins AJ, Cardoso MHCDA, Llerena Júnior JC, Moreira MCN. A concepção de família e religiosidade presente nos discursos produzidos por profissionais médicos acerca de crianças com doenças genéticas. CIENCIA & SAUDE COLETIVA 2012; 17:545-53. [DOI: 10.1590/s1413-81232012000200027] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2009] [Accepted: 11/09/2009] [Indexed: 11/22/2022] Open
Abstract
O estudo explora a influência de tradições culturais arraigadas na construção do discurso que médicos do Instituto Fernandes Figueira/Fundação Oswaldo Cruz produzem acerca das crianças com doenças genéticas associadas a malformações congênitas e ao retardo mental, assim como, as reflexões provocadas pelo convívio profissional com tais crianças. Os dados foram coletados através de entrevistas orais do tipo narrativa conversada e do material analisado semioticamente. Os resultados apontaram para quatro tradições culturais muito presentes no discurso médico: a norma, a razão, a família e a religiosidade judaico-cristã. Este artigo, contudo, centra-se nas duas últimas, enfatizando como a concepção da família, principalmente a mitificação da mãe, pode 'tornar invisível' a criança com uma doença genética, como também contribui para que a condição de mulher da mãe fique subestimada diante de sua maternidade. Tais noções imbricam-se com aquelas trazidas pelas tradições religiosas e influenciam as percepções médicas a respeito do paciente e de sua família.
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Paterson L, McKenzie K, Lindsay B. Stigma, Social Comparison and Self-Esteem in Adults with an Intellectual Disability. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2011; 25:166-76. [DOI: 10.1111/j.1468-3148.2011.00651.x] [Citation(s) in RCA: 75] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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van Alphen LM, Dijker AJM, van den Borne BHW, Curfs LMG. People with intellectual disability as neighbours: Towards understanding the mundane aspects of social integration. JOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY 2010. [DOI: 10.1002/casp.1042] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
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Todd S. Learning to take the world seriously: an ethnographic study of the management of knowledge in a special school for children with intellectual disabilities. JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2009; 13:221-238. [PMID: 19786504 DOI: 10.1177/1744629509348428] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
This article reports on an ethnographic and sociological study of the curriculum inside a special school for students with severe intellectual disabilities in the UK. There are few such studies since it is the routing of children into the special education system that has been sociologically captivating. Bernstein's analytical approach to the study of curricula is proposed as useful since it draws attention to the structure of the curriculum and is less concerned with assumptions about its content. It also highlights the social messages that are embedded within the curriculum. The data suggest that two codes were in operation within the curriculum. The first was designed to draw the out-of-school experiences of students into the classroom for greater scrutiny. The second involved the strict regulation of 'dangerous' knowledge, that is sexual knowledge. The implications of findings are discussed in relation to curriculum development, self-identity and the strength and nature of social boundaries.
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Affiliation(s)
- Stuart Todd
- Learning Disability Division, Faculty of Health, Sport and Science, University of Glamorgan, Pontypridd CF37 1DL,Wales, UK.
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van Alphen LM, Dijker AJM, van den Borne HHW, Curfs LMG. The significance of neighbours: views and experiences of people with intellectual disability on neighbouring. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH : JIDR 2009; 53:745-757. [PMID: 19558458 DOI: 10.1111/j.1365-2788.2009.01188.x] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
BACKGROUND People with intellectual disability (ID) who live in regular neighbourhoods have experiences with their neighbours, which are important to understand when studying social integration. METHOD This study describes and analyses the opinions on, and experiences with, neighbour relationships of 39 people with ID living in neighbourhood housing facilities. RESULTS We found that, while the views of people with ID on 'good neighbouring' were consistent with 'neighbouring' described in sociological literature, their experiences may be influenced by an organisational context, the tendency to formalise relationships and apprehension towards meeting unfamiliar people. CONCLUSION Understanding influential factors to neighbouring for people with ID may shed light on the processes involved in social integration of people with ID at a neighbourhood level. This paper contributes to understanding the opinions of people with ID on satisfactory neighbourhood relationships, and explores opportunities to improve them.
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Affiliation(s)
- L M van Alphen
- Department of Health Promotion, Maastricht University, Maastricht, the Netherlands.
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Parsons S, Daniels H, Porter J, Robertson C. Resources, Staff Beliefs and Organizational Culture: Factors in the Use of Information and Communication Technology for Adults with Intellectual Disabilities. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2007. [DOI: 10.1111/j.1468-3148.2007.00361.x] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Cooney G, Jahoda A, Gumley A, Knott F. Young people with intellectual disabilities attending mainstream and segregated schooling: perceived stigma, social comparison and future aspirations. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH : JIDR 2006; 50:432-44. [PMID: 16672037 DOI: 10.1111/j.1365-2788.2006.00789.x] [Citation(s) in RCA: 36] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/09/2023]
Abstract
BACKGROUND Mainstream schooling is a key policy in the promotion of social inclusion of young people with learning disabilities. Yet there is limited evidence about the school experience of young people about to leave mainstream as compared with segregated education, and how it impacts on their relative view of self and future aspirations. METHODS Sixty young people with mild to moderate intellectual disabilities in their final year of secondary school participated in this study. Twenty-eight individuals came from mainstream schools and 32 attended segregated school. They completed a series of self-report measures on perceptions of stigma, social comparison to a more disabled and non-disabled peer and the likelihood involved in attaining their future goals. RESULTS The majority of participants from both groups reported experiencing stigmatized treatment in the local area where they lived. The mainstream group reported significant additional stigma at school. In terms of social comparisons, both groups compared themselves positively with a more disabled peer and with a non-disabled peer. While the mainstream pupils had more ambitious work-related aspirations, both groups felt it equally likely that they would attain their future goals. Although the participants from segregated schools came from significantly more deprived areas and had lower scores on tests of cognitive functioning, neither of these factors appeared to have an impact on their experience of stigma, social comparisons or future aspirations. CONCLUSIONS Irrespective of schooling environment, the young people appeared to be able to cope with the threats to their identities and retained a sense of optimism about their future. Nevertheless, negative treatment reported by the children was a serious source of concern and there is a need for schools to promote the emotional well-being of pupils with intellectual disabilities.
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Affiliation(s)
- G Cooney
- Section of Psychological Medicine, Division of Community Based Sciences, University of Glasgow, Gartnavel Royal Hospital, Glasgow, UK.
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Ryan S. 'Busy Behaviour' in the 'Land of the Golden M': Going Out with Learning Disabled Children in Public Places. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2005. [DOI: 10.1111/j.1468-3148.2004.00225.x] [Citation(s) in RCA: 18] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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