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Scheffers F. Resilience in the face of adversity: How people with intellectual disabilities deal with challenging times. JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2024; 28:661-682. [PMID: 37332219 PMCID: PMC11465606 DOI: 10.1177/17446295231184504] [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: 06/20/2023]
Abstract
In people with intellectual disabilities research and policy are often still focused on risks or the prevention of risks. Research on the process of resilience is in its infancy in the care for people with intellectual disabilities. In the current study, applying a guided photovoice procedure, people with intellectual disabilities were asked what helped them to deal with adverse events. Additionally, informants from their social network were asked to reflect on this question. The following sources of resilience were identified: acceptance, autonomy, beautiful memories, perseverance, physical wellbeing, positive emotions, social skills, spirituality, activities, a home and the social network. Our findings provide practical guidelines for clinicians to talk about resilience with people with intellectual disabilities. Suggestions for future research are made that will contribute to the process of resilience and inclusion of people with intellectual disabilities.
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Affiliation(s)
- Femke Scheffers
- Department of Behavioral Expertise, Forensic Child and Youth Care Sciences, University of Amsterdam, The Netherlands
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Buck AS, Chapman R, Krahn GL, Brown C, Gertz B, Havercamp SM. Research About Us, With Us: An Inclusive Research Case Study. INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2024; 62:260-273. [PMID: 39069297 DOI: 10.1352/1934-9556-62.4.260] [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: 03/27/2023] [Accepted: 09/25/2023] [Indexed: 07/30/2024]
Abstract
Inclusive research combines the expertise of academically trained researchers with the lived experience of individuals with disabilities to render results that are more accessible, accountable, and meaningful to the disability community. In this case study, adults with intellectual and developmental disabilities (IDD) contributed as co-researchers to a series of studies on mental health of adults with intellectual disability. The research model, specific engagement strategies, and lessons learned are shared. Feedback from members of the research team suggests that including adults with IDD as co-researchers benefited investigators, co-researchers with IDD, and project outcomes. Our case study emphasizes the valuable contributions of research partners with IDD and provides a model that may be adapted and utilized by researchers to enhance their practice.
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Affiliation(s)
- Andrew S Buck
- Andrew S. Buck, The Ohio State University Nisonger Center; Richard Chapman, Virginia Commonwealth University; Gloria L. Krahn, Oregon State University; Christine Brown, Braden Gertz, and Susan M. Havercamp, The Ohio State University Nisonger Center; and The Ohio State University Nisonger RRTC on Health and Function
| | - Richard Chapman
- Andrew S. Buck, The Ohio State University Nisonger Center; Richard Chapman, Virginia Commonwealth University; Gloria L. Krahn, Oregon State University; Christine Brown, Braden Gertz, and Susan M. Havercamp, The Ohio State University Nisonger Center; and The Ohio State University Nisonger RRTC on Health and Function
| | - Gloria L Krahn
- Andrew S. Buck, The Ohio State University Nisonger Center; Richard Chapman, Virginia Commonwealth University; Gloria L. Krahn, Oregon State University; Christine Brown, Braden Gertz, and Susan M. Havercamp, The Ohio State University Nisonger Center; and The Ohio State University Nisonger RRTC on Health and Function
| | - Christine Brown
- Andrew S. Buck, The Ohio State University Nisonger Center; Richard Chapman, Virginia Commonwealth University; Gloria L. Krahn, Oregon State University; Christine Brown, Braden Gertz, and Susan M. Havercamp, The Ohio State University Nisonger Center; and The Ohio State University Nisonger RRTC on Health and Function
| | - Braden Gertz
- Andrew S. Buck, The Ohio State University Nisonger Center; Richard Chapman, Virginia Commonwealth University; Gloria L. Krahn, Oregon State University; Christine Brown, Braden Gertz, and Susan M. Havercamp, The Ohio State University Nisonger Center; and The Ohio State University Nisonger RRTC on Health and Function
| | - Susan M Havercamp
- Andrew S. Buck, The Ohio State University Nisonger Center; Richard Chapman, Virginia Commonwealth University; Gloria L. Krahn, Oregon State University; Christine Brown, Braden Gertz, and Susan M. Havercamp, The Ohio State University Nisonger Center; and The Ohio State University Nisonger RRTC on Health and Function
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Morris R, Christianson-Barker J, Stainton T, Mills R, Rowley C, Cox J, Schroeder M, Hole R. 'They don't think I can do it': Experiences of self-advocates, employment specialists, and employers on employment of adults with intellectual disability. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2024; 37:e13231. [PMID: 38561915 DOI: 10.1111/jar.13231] [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: 08/21/2023] [Revised: 02/27/2024] [Accepted: 03/08/2024] [Indexed: 04/04/2024]
Abstract
BACKGROUND A multi-phase Canadian study was conducted as part of a large-scale community and academic research partnership focused on understanding and improving the employment experiences of people with intellectual disabilities. METHOD This multi-method study utilized a sequential approach, using findings from qualitative interviews (n = 28) to inform an online survey (n = 149). Participants were invited to share their experiences with paid employment or with persons with intellectual disabilities. RESULTS Thematic analysis of data across interview and survey findings resulted in six themes: (1) assumptions and attitudes, (2) knowledge and awareness, (3) accessibility of processes, (4) use of accommodations, (5) workplace relationships, and (6) supports and resources. CONCLUSIONS A holistic and systemic approach has the potential to improve inclusive employment experiences of people with intellectual disabilities. Action is needed mainly at the policy and employer level to reduce barriers and improve on facilitating measures reinforced by the themes shared in this study.
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Affiliation(s)
- Rae Morris
- Canadian Institute for Inclusion and Citizenship, University of British Columbia Okanagan, Kelowna, Canada
- School of Social Work, University of British Columbia, Vancouver, Canada
| | - Jennifer Christianson-Barker
- Canadian Institute for Inclusion and Citizenship, University of British Columbia Okanagan, Kelowna, Canada
- School of Graduate Studies, University of British Columbia Okanagan, Kelowna, Canada
| | - Tim Stainton
- Canadian Institute for Inclusion and Citizenship, University of British Columbia Okanagan, Kelowna, Canada
- School of Social Work, University of British Columbia, Vancouver, Canada
| | | | | | - John Cox
- People First of Canada, Winnipeg, Canada
| | | | - Rachelle Hole
- Canadian Institute for Inclusion and Citizenship, University of British Columbia Okanagan, Kelowna, Canada
- Department of Social Work, University of British Columbia Okanagan, Kelowna, Canada
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Meierer K, Borry P, Sanchini V. Appropriate inclusion of adult research participants with intellectual disability: an in-depth review of guidelines and policy statements. Account Res 2024; 31:259-280. [PMID: 36031953 DOI: 10.1080/08989621.2022.2119136] [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] [Indexed: 10/15/2022]
Abstract
The history of human-subject experimentation has shown the need for safeguards to protect participants from abuse. Balancing participant protection with adequate representation of the adult intellectual disability population in research presents an important challenge. Our study aimed to analyze guidance on the appropriate inclusion of adults with intellectual disability who are or are not able to consent to biomedical research participation. Terminology, consent and type of ethically acceptable research provisions relevant to adult participants with intellectual disability were comprehensively reviewed in a selection of 17 international and national ethical research guidelines and statements. Most guidelines and statements recommend that adult participants with intellectual disability who are unable to consent be included when it is not possible to conduct the same research with adults capable of independent decision-making, or when there is therapeutic benefit and only minimal risk. Instead of naming specific requirements, the Australian statement stands out by asserting the "individual right" to participate. Assent requirements for incapacitated adults are not explicitly mentioned in most documents reviewed. There appears to be room for further description of the importance of careful capacity assessments and solid assent requirements in ethical research guidance documentation to promote meaningful participation of adults with intellectual disability.
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Affiliation(s)
- Klara Meierer
- Faculty of Medicine and Health Sciences, Department of Psychiatry, McGill University, Montreal Quebec, Canada
| | - Pascal Borry
- Department of Public Health and Primary Care, Center for Biomedical Ethics and Law, Leuven, Belgium
| | - Virginia Sanchini
- Department of Public Health and Primary Care, Center for Biomedical Ethics and Law, Leuven, Belgium
- Department of Oncology and Hemato-Oncology, University of Milan, Milan, Italy
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Scheffers F, Moonen X, van Vugt E. Photographic visualization of stories: documenting the experiences of people with intellectual disabilities with guided photovoice. JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2024:17446295241229002. [PMID: 38261748 DOI: 10.1177/17446295241229002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/25/2024]
Abstract
People with intellectual disabilities are often excluded from participation in research, whilst research has the potential to enhance positive change in their lives. In the current study, using a guided photovoice procedure, the experiences of people with intellectual disabilities regarding participation in research are evaluated. A total of 14 participants with intellectual disabilities were interviewed using guided photovoice. Through thematical analyses the experiences of people with intellectual disabilities regarding photovoice are discussed. Benefits were taking time, visual cues and the opportunity to speak out. Challenges were abstract concepts and aftercare. Guided photovoice helps to better understand the perspective of people with intellectual disabilities and thus can help to improve their quality of life. People with intellectual disabilities were interested in taking part in the current research project and experienced participating as a positive experience. However careful planning and expertise in communication with people with intellectual disabilities is necessary to include people with intellectual disabilities in research.
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Affiliation(s)
- Femke Scheffers
- Department of Behavioral Expertise, MEE ZHN, the Netherlands
- Forensic Child and Youth Care Sciences, University of Amsterdam, the Netherlands
| | - Xavier Moonen
- Forensic Child and Youth Care Sciences, University of Amsterdam, the Netherlands
| | - Eveline van Vugt
- Forensic Child and Youth Care Sciences, University of Amsterdam, the Netherlands
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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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Ghaderi G, Milley P, Lysaght R, Cobigo V. Including people with intellectual and other cognitive disabilities in research and evaluation teams: A scoping review of the empirical knowledge base. JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2023:17446295231189912. [PMID: 37463247 DOI: 10.1177/17446295231189912] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/20/2023]
Abstract
We conducted a rapid scoping review of empirical studies to identify how persons with intellectual and other cognitive disabilities have been engaged as active members of research and evaluation teams. We conducted a literature search using a systematic method that accessed peer reviewed studies in relevant library databases and all major evaluation journals. The search resulted in 6,624 potential articles, of which 32 met the inclusion criteria for this study. The findings address three categories of interest: 1) methodological underpinnings and practical justifications for using inclusive approaches, 2) different inclusion processes, and 3) reflections by researchers with and without intellectual and other cognitive disabilities. Findings provide conceptual and practical insights for researchers and evaluators when designing inclusive methods involving persons with intellectual and other cognitive disabilities. Gaps in inclusive research and evaluation are discussed and suggestions for future research are proposed.
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Affiliation(s)
- Golnaz Ghaderi
- Faculty of Social Sciences, University of Ottawa, Ottawa, ON, Canada
| | - Peter Milley
- Faculty of Education, University of Ottawa, Ottawa, ON, Canada
| | - Rosemary Lysaght
- Faculty of Health Sciences, Queen's University, Kingston, ON, Canada
| | - Virginie Cobigo
- Faculty of Social Sciences, University of Ottawa, Ottawa, ON, Canada
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Hewitt O, Langdon PE, Tapp K, Larkin M. A systematic review and narrative synthesis of inclusive health and social care research with people with intellectual disabilities: How are co‐researchers involved and what are their experiences? JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2023. [DOI: 10.1111/jar.13100] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2022] [Revised: 03/14/2023] [Accepted: 03/15/2023] [Indexed: 04/03/2023]
Affiliation(s)
- Olivia Hewitt
- Centre for Educational Development, Appraisal and Research (CEDAR) University of Warwick Coventry CV4 7AL UK
- Learning Disability Services Berkshire Healthcare NHS Foundation Trust 3 Floor, Fitzwilliam House, Skimped Hill Lane Bracknell RG12 1BQ UK
| | - Peter E. Langdon
- Centre for Educational Development, Appraisal and Research (CEDAR) University of Warwick Coventry CV4 7AL UK
- Coventry and Warwickshire Partnership NHS Trust, Rainbow Unit Brooklands Hospital Marston Green Birmingham B37 5RY UK
| | - Katherine Tapp
- Centre for Educational Development, Appraisal and Research (CEDAR) University of Warwick Coventry CV4 7AL UK
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Inclusive Research and Intellectual Disabilities: Moving Forward on a Road Less Well-Travelled. SOCIAL SCIENCES 2022. [DOI: 10.3390/socsci11100483] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
In reflecting on the title of the special issue: Inclusive Research: A road less or more well-travelled, this paper reviews the strengths of inclusive research that have augmented the global knowledge about the lives of people with intellectual disabilities across the lifespan. The successes of inclusive research are outlined with the respective ongoing individual challenges discussed. Authors will draw upon their own experiences of inclusive research, together with the seminal and current literature, as well as the dialogue between them. The conclusions of the article are in the form of recommendations aimed at increasing the traffic on the road of inclusive research through: 1. expanding its purpose and parameters across all forms of disability research; 2. developing systems for sustaining inclusive research as a funded model; 3. creating capacity to enable people with intellectual disabilities to be employed as researchers directing research projects; and 4. establishing bridges and crossroads with policy and practice through its findings.
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Inclusive Research in Health, Rehabilitation and Assistive Technology: Beyond the Binary of the ‘Researcher’ and the ‘Researched’. SOCIAL SCIENCES-BASEL 2022. [DOI: 10.3390/socsci11060233] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The principle of ‘working with, not on’ people with disabilities is widely espoused within inclusive research, yet historically such opportunities have not been fully realized. This paper speaks from the perspective of users of health, rehabilitation, assistive technology services, and the academics with whom they collaborate. We draw on Australia’s Disability Inclusive Research Principles to reflect on the practice of inclusive research across the areas of assistive technology policy, digital information, and health access, as well as the co-design of allied health resources. We consider and provide examples of how power and knowledge play out in health and rehabilitation, the developing discourse around consumer co-design and co-production, and the challenges of enacting inclusive research. This paper is about shared power in the mechanisms of research production and our journeys towards it. Engaging in inclusive research has enabled us to assume roles beyond the binary of the ‘researcher’ and the ‘researched’. We conclude by proposing an adaptation of the ladder of participation for inclusive research.
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Doing Research Inclusively: Understanding What It Means to Do Research with and Alongside People with Profound Intellectual Disabilities. SOCIAL SCIENCES-BASEL 2022. [DOI: 10.3390/socsci11040159] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/06/2023]
Abstract
Positive developments in inclusion in line with ‘Nothing about us without us’ have rarely extended to people with profound intellectual disabilities. Advances in inclusive research are in danger of leaving this group (and their families and allies) on the outside, with researchers relying on proxies at best, or more often omitting this group as ‘too difficult’ to include in the research process at all. This paper argues that finding a way for people with profound intellectual disabilities to belong in inclusive research is important. Using examples, small stories and photographs, it explores and illustrates potential ways to research with and alongside those with profound intellectual disabilities that celebrate different kinds of agency and personhood and that support relational autonomy. The paper concludes that rather than starting from how inclusive research is currently conceived, the starting point should be a deep knowledge of people with profound intellectual and multiple disabilities. The way forward is likely to be an inclusive research culture that can accommodate ‘being with’ as core to its research approach. This will enable the voices of people with profound intellectual disabilities to inform the research in creating intersubjective knowledge together.
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Hwang IT, Hallock TM, Schwartz AE, Roth S, Pfeiffer B, Kramer JM. How people with intellectual and developmental disabilities on collaborative research teams use technology: A rapid scoping review. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2021; 35:88-111. [PMID: 34272790 DOI: 10.1111/jar.12931] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2021] [Revised: 04/23/2021] [Accepted: 06/15/2021] [Indexed: 12/23/2022]
Abstract
BACKGROUND We conducted a rapid scoping review to identify how inclusive research teams use technology during the research process that could support remote collaboration during public health emergencies like the COVID-19 pandemic. METHOD We searched three databases and conducted a hand search. Two independent reviewers screened 1498 abstracts and titles for inclusion criteria; 81 full text articles were further reviewed; 47 were included. We extracted information about each type of technology, categorised technology used during the research process, and documented described accommodations. RESULTS We identified 47 articles and 94 examples of technologies used by people with intellectual and developmental disabilities throughout the research process: team formation and team function (38), data collection (19), data analysis (17) and dissemination (20). CONCLUSIONS Technology use by team members with intellectual and developmental disabilities demonstrates promise for remote research collaborations during public health and climate emergencies and teams with members living in diverse locations.
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Affiliation(s)
- I-Ting Hwang
- Institute of Health Behaviors and Community Sciences, National Taiwan University, Taipei, Taiwan
| | - Taye M Hallock
- Department of Occupational Therapy, Temple University, Philadelphia, Pennsylvania, USA
| | - Ariel E Schwartz
- Department of Occupational Therapy, Massachusetts General Hospital Institute of Health Professions, Boston, Massachusetts, USA
| | - Stephanie Roth
- Ginsburg Health Sciences Library, Temple University, Philadelphia, Pennsylvania, USA
| | - Beth Pfeiffer
- Department of Occupational Therapy, Temple University, Philadelphia, Pennsylvania, USA
| | - Jessica M Kramer
- Department of Occupational Therapy, University of Florida, Gainesville, Florida, USA
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