At its core, sexuality education for adolescents with intellectual disabilities (ID) is an international human rights issue. Adolescents with ID have the same sexual desires and needs as others, yet their sexuality is generally portrayed as problematic. Despite an ideological shift towards normalisation and inclusion of people with disabilities, sexuality education for adolescents with ID remains an under-explored field. The current article presents an informed literature review of the factors that influence the effectiveness of sexuality education on sexual knowledge among adolescents with ID, and an accompanying commentary on how these factors sit within wider disability studies and practice. As will be shown, the available evidence on sexual knowledge in adolescents with ID reports on sexuality education sources and delivery, sexual knowledge, conservative curricula, and social exclusion. This review of contemporary research from developed, westernised countries identifies important implications for policy, practice, and future research. This article is significant and timely given the disjunct between the current expression of sexuality in young people with ID and recent international human rights actions to promote both the rights of people with disabilities and sexuality education rights for all adolescents.
{"title":"Sexual knowledge in adolescents with intellectual disabilities: A timely reflection","authors":"B. Rowe, C. Wright","doi":"10.36251/JOSI.123","DOIUrl":"https://doi.org/10.36251/JOSI.123","url":null,"abstract":"At its core, sexuality education for adolescents with intellectual disabilities (ID) is an international human rights issue. Adolescents with ID have the same sexual desires and needs as others, yet their sexuality is generally portrayed as problematic. Despite an ideological shift towards normalisation and inclusion of people with disabilities, sexuality education for adolescents with ID remains an under-explored field. The current article presents an informed literature review of the factors that influence the effectiveness of sexuality education on sexual knowledge among adolescents with ID, and an accompanying commentary on how these factors sit within wider disability studies and practice. As will be shown, the available evidence on sexual knowledge in adolescents with ID reports on sexuality education sources and delivery, sexual knowledge, conservative curricula, and social exclusion. This review of contemporary research from developed, westernised countries identifies important implications for policy, practice, and future research. This article is significant and timely given the disjunct between the current expression of sexuality in young people with ID and recent international human rights actions to promote both the rights of people with disabilities and sexuality education rights for all adolescents.","PeriodicalId":42982,"journal":{"name":"Journal of Social Inclusion","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2017-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48407152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In her final week as Australia’s Human Rights Commissioner in July 2017, Professor Gillian Triggs noted that human rights in Australia are regressing on almost all fronts, having suggested the nation’s government appeared to be ideologically opposed to human rights (Triggs, 2017, as cited in Zlesak, 2017). The statement should stimulate discussion among decision-makers, academia, the media and society, more broadly – in the same way we hope that one of the main themes emerging in this edition about the relative disadvantage of first Australians promotes further consideration and action. Despite her warnings about the decline in human rights and social justice, however, and the significant expansion of executive powers in Australia, unsurprisingly, we have all continued-on in our busy lives and the 24/7 news cycle has rolled on too.
{"title":"Are human rights regressing on almost every front? Confronting some of the current social inclusion challenges","authors":"P. Harris","doi":"10.36251/JOSI.113","DOIUrl":"https://doi.org/10.36251/JOSI.113","url":null,"abstract":"In her final week as Australia’s Human Rights Commissioner in July 2017, Professor Gillian Triggs noted that human rights in Australia are regressing on almost all fronts, having suggested the nation’s government appeared to be ideologically opposed to human rights (Triggs, 2017, as cited in Zlesak, 2017). The statement should stimulate discussion among decision-makers, academia, the media and society, more broadly – in the same way we hope that one of the main themes emerging in this edition about the relative disadvantage of first Australians promotes further consideration and action. Despite her warnings about the decline in human rights and social justice, however, and the significant expansion of executive powers in Australia, unsurprisingly, we have all continued-on in our busy lives and the 24/7 news cycle has rolled on too.","PeriodicalId":42982,"journal":{"name":"Journal of Social Inclusion","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2017-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46854369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Under international law there are moral obligations on Nation States to ensure, protect and adhere to certain human rights standards. The difficulty is that if people do not know they have rights, do not have the confidence to assert their human rights or do not know the pathways to gain access to legal support and advice to action their human rights, then those human rights become unrealisable. It is now empirically established that unresolved legal problems result in poorer health and social outcomes. This article argues that the use of secondary consultations where a lawyer gives advice in a timely and approachable way to non-legal professionals (‘trusted intermediaries’) likely to have contact with the most vulnerable and disadvantaged clients, then this is an effective way of reaching clients who would otherwise not gain help or advice. The thesis for this article is that legal secondary consultations build capacity and confidence in professionals to both identify legal or human rights so they either support a client or, where appropriate, refer clients who would otherwise not get help because of a range of inhibitors. Legal secondary consultations enable people to identify their human rights and action them where otherwise they would be overlooked. The author draws on personal practical experience and initial findings from recent research in urban, outer urban and rural settings in Australia.
{"title":"Lawyer Secondary Consultations: improving access to justice and human rights: reaching clients otherwise excluded through professional support in a multi-disciplinary practice’","authors":"L. Curran","doi":"10.36251/JOSI.117","DOIUrl":"https://doi.org/10.36251/JOSI.117","url":null,"abstract":"Under international law there are moral obligations on Nation States to ensure, protect and adhere to certain human rights standards. The difficulty is that if people do not know they have rights, do not have the confidence to assert their human rights or do not know the pathways to gain access to legal support and advice to action their human rights, then those human rights become unrealisable. It is now empirically established that unresolved legal problems result in poorer health and social outcomes. This article argues that the use of secondary consultations where a lawyer gives advice in a timely and approachable way to non-legal professionals (‘trusted intermediaries’) likely to have contact with the most vulnerable and disadvantaged clients, then this is an effective way of reaching clients who would otherwise not gain help or advice. The thesis for this article is that legal secondary consultations build capacity and confidence in professionals to both identify legal or human rights so they either support a client or, where appropriate, refer clients who would otherwise not get help because of a range of inhibitors. Legal secondary consultations enable people to identify their human rights and action them where otherwise they would be overlooked. The author draws on personal practical experience and initial findings from recent research in urban, outer urban and rural settings in Australia.","PeriodicalId":42982,"journal":{"name":"Journal of Social Inclusion","volume":"8 1","pages":"46-77"},"PeriodicalIF":0.5,"publicationDate":"2017-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46917782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Opoku, Joseph S. Agbenyega, J. F., W. Mprah, J. Mckenzie, Eric Badu
Inclusive education systems reflect growing awareness of the imperatives of 21st-century societies to make quality education available to all students. The development of inclusive education in Ghana has been recognized as the process for orchestrating educational quality and equity for students with disabilities. This article contributes to the area of inclusive education from Ghanaian educators on its progress and achievements. The data in this paper emerged from a case study involving educators from two regions in Ghana. Findings show an uncoordinated attempt to pilot inclusive education across the country because of different agencies funding the project. The authors argue that there is the need for a holistic review of the program to ground the policy within the education system of Ghana.
{"title":"Decade of Inclusive Education in Ghana: perspectives of educators","authors":"M. Opoku, Joseph S. Agbenyega, J. F., W. Mprah, J. Mckenzie, Eric Badu","doi":"10.36251/josi114","DOIUrl":"https://doi.org/10.36251/josi114","url":null,"abstract":"Inclusive education systems reflect growing awareness of the imperatives of 21st-century societies to make quality education available to all students. The development of inclusive education in Ghana has been recognized as the process for orchestrating educational quality and equity for students with disabilities. This article contributes to the area of inclusive education from Ghanaian educators on its progress and achievements. The data in this paper emerged from a case study involving educators from two regions in Ghana. Findings show an uncoordinated attempt to pilot inclusive education across the country because of different agencies funding the project. The authors argue that there is the need for a holistic review of the program to ground the policy within the education system of Ghana.","PeriodicalId":42982,"journal":{"name":"Journal of Social Inclusion","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2017-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46439133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Opoku, Joseph S. Agbenyega, W. Mprah, J. Mckenzie, Eric Badu
Inclusive education systems reflect growing awareness of the imperatives of 21st-century societies to make quality education available to all students. The development of inclusive education in Ghana has been recognized as the process for orchestrating educational quality and equity for students with disabilities. This article contributes to the area of inclusive education from Ghanaian educators on its progress and achievements. The data in this paper emerged from a case study involving educators from two regions in Ghana. Findings show an uncoordinated attempt to pilot inclusive education across the country because of different agencies funding the project. The authors argue that there is the need for a holistic review of the program to ground the policy within the education system of Ghana.
{"title":"Decade of inclusive education in Ghana: perspectives of special educators","authors":"M. Opoku, Joseph S. Agbenyega, W. Mprah, J. Mckenzie, Eric Badu","doi":"10.36251/JOSI.114","DOIUrl":"https://doi.org/10.36251/JOSI.114","url":null,"abstract":"Inclusive education systems reflect growing awareness of the imperatives of 21st-century societies to make quality education available to all students. The development of inclusive education in Ghana has been recognized as the process for orchestrating educational quality and equity for students with disabilities. This article contributes to the area of inclusive education from Ghanaian educators on its progress and achievements. The data in this paper emerged from a case study involving educators from two regions in Ghana. Findings show an uncoordinated attempt to pilot inclusive education across the country because of different agencies funding the project. The authors argue that there is the need for a holistic review of the program to ground the policy within the education system of Ghana.","PeriodicalId":42982,"journal":{"name":"Journal of Social Inclusion","volume":"8 1","pages":"4-20"},"PeriodicalIF":0.5,"publicationDate":"2017-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41511366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
If people do not know they have rights or legal responsibilities; do not have the confidence to assert them or do not know the pathways to gain access to legal support and advice to action these legal rights, then those legal rights become unrealisable. It is now empirically established that unresolved legal problems result in poorer health and social outcomes. This article explores secondary consultations, where a lawyer gives one-to-one information or advice in a timely and approachable way to non-legal professionals (‘trusted intermediaries’) likely to have contact with vulnerable and disadvantaged clients, is an effective way of reaching clients who would otherwise not gain help or advice. The thesis for this article is that legal secondary consultations builds capacity and confidence in professionals to identify legal issues so they either support a client or, where appropriate, refer clients who would otherwise not get help because of a range of inhibitors. Legal secondary consultations enable people to identify legal issues which if unidentified or unresolved can impact significantly on their lives. The author draws on findings from recent research in urban, outer urban and rural settings in Australia and on her practical experience of secondary consultations for over a decade.
{"title":"Lawyer Secondary Consultations: improving access to justice: reaching clients otherwise excluded through professional support in a multi-disciplinary practice1","authors":"L. Curran","doi":"10.36251/josi117","DOIUrl":"https://doi.org/10.36251/josi117","url":null,"abstract":"If people do not know they have rights or legal responsibilities; do not have the confidence to assert them or do not know the pathways to gain access to legal support and advice to action these legal rights, then those legal rights become unrealisable. It is now empirically established that unresolved legal problems result in poorer health and social outcomes. This article explores secondary consultations, where a lawyer gives one-to-one information or advice in a timely and approachable way to non-legal professionals (‘trusted intermediaries’) likely to have contact with vulnerable and disadvantaged clients, is an effective way of reaching clients who would otherwise not gain help or advice. The thesis for this article is that legal secondary consultations builds capacity and confidence in professionals to identify legal issues so they either support a client or, where appropriate, refer clients who would otherwise not get help because of a range of inhibitors. Legal secondary consultations enable people to identify legal issues which if unidentified or unresolved can impact significantly on their lives. The author draws on findings from recent research in urban, outer urban and rural settings in Australia and on her practical experience of secondary consultations for over a decade.","PeriodicalId":42982,"journal":{"name":"Journal of Social Inclusion","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2017-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46809781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this paper is to stimulate debate around the concept of ‘social inclusion’ in the context of working in health care. A perusal of the literature shows the terms social inclusion, social capital and social participation are often used synonymously giving rise to questions as to what these terms actually mean. That is, are they all one and same thing, or are they different concepts, and how do they relate in the professional practice arena? To ensure there are core understandings about these terms initially some definitions of social inclusion and exclusion are offered. Some social issues are also briefly presented to illustrate how social, inclusion or exclusion, policies and practices can impact on individuals, families and communities.
{"title":"A Brief Foray into Social Inclusion- what does it mean for professional health practice?","authors":"L. Briggs, P. Harris","doi":"10.36251/JOSI.119","DOIUrl":"https://doi.org/10.36251/JOSI.119","url":null,"abstract":"The aim of this paper is to stimulate debate around the concept of ‘social inclusion’ in the context of working in health care. A perusal of the literature shows the terms social inclusion, social capital and social participation are often used synonymously giving rise to questions as to what these terms actually mean. That is, are they all one and same thing, or are they different concepts, and how do they relate in the professional practice arena? To ensure there are core understandings about these terms initially some definitions of social inclusion and exclusion are offered. Some social issues are also briefly presented to illustrate how social, inclusion or exclusion, policies and practices can impact on individuals, families and communities.","PeriodicalId":42982,"journal":{"name":"Journal of Social Inclusion","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2017-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42558552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lynsey J. Brown, K. Osborne, Ruth Walker, M. Moskos, L. Isherwood, K. Patel, F. Baum, Debra S. King
There are significant and enduring inequities in education and employment outcomes between Indigenous and non-Indigenous Australians. In taking a ‘life-first’ approach to service provision the Building Family Opportunities Program (BFO) was able to successfully increase Indigenous Australians’ engagement with education and employment in South Australia. The evaluation of the BFO included quantitative administrative and survey data for 110 Indigenous families collected over a three year period, and qualitative data from interviews with 13 Indigenous jobseekers and focus groups with 24 case managers. Quantitative data revealed that similar proportions of Indigenous and non-Indigenous jobseekers achieved positive education/training and employment outcomes as a result of the program. Qualitative data were able to identify the strengths of this program as perceived by Indigenous families and case managers, including the practical and socio-emotional support offered to whole families, using a strengths-based, life-first approach. In the context of broader education and employment disadvantages experienced by Indigenous Australians, these results are significant and illustrate key lessons which can inform future policy and service delivery initiatives aiming to close the gap.
{"title":"The Benefits of a Life-first employment program for Indigenous Australian families: Implications for ‘Closing the Gap’","authors":"Lynsey J. Brown, K. Osborne, Ruth Walker, M. Moskos, L. Isherwood, K. Patel, F. Baum, Debra S. King","doi":"10.36251/JOSI.118","DOIUrl":"https://doi.org/10.36251/JOSI.118","url":null,"abstract":"There are significant and enduring inequities in education and employment outcomes between Indigenous and non-Indigenous Australians. In taking a ‘life-first’ approach to service provision the Building Family Opportunities Program (BFO) was able to successfully increase Indigenous Australians’ engagement with education and employment in South Australia. The evaluation of the BFO included quantitative administrative and survey data for 110 Indigenous families collected over a three year period, and qualitative data from interviews with 13 Indigenous jobseekers and focus groups with 24 case managers. Quantitative data revealed that similar proportions of Indigenous and non-Indigenous jobseekers achieved positive education/training and employment outcomes as a result of the program. Qualitative data were able to identify the strengths of this program as perceived by Indigenous families and case managers, including the practical and socio-emotional support offered to whole families, using a strengths-based, life-first approach. In the context of broader education and employment disadvantages experienced by Indigenous Australians, these results are significant and illustrate key lessons which can inform future policy and service delivery initiatives aiming to close the gap.","PeriodicalId":42982,"journal":{"name":"Journal of Social Inclusion","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2017-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48857164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article explores the possible influence of past practices of institutionalization on the attitudes and beliefs of groups of beginning teachers who are considering their professional responsibilities in relation to the inclusion of all children with a disability in regular classes in New Zealand. During principal lectures in 2015 and 2016 about social norms, educational inclusion and disability rights, beginning teachers were asked to provide responses to three questions about their knowledge of Tokanui Hospital, a large institution that served the Waikato Region between 1912 and 1997. Two thirds of those who responded, many under the age of 25, indicated no knowledge of the institution. However, one third responded that they knew at least something of Tokanui and how the institution operated. Some included comments about what they knew. These suggest that the legacy of past practices of institutional committal of people with a disability in this country may influence at least some beginning teachers’ beliefs about inclusive practices in ways that may need more consideration within initial teacher training programmers. While more information about this aspect of our history is now available, concerted efforts to find and disseminate a wider range of stories about these experiences are needed.
{"title":"Exploring the Influence of Institutionalisation on Beginning Teachers Thoughts about Inclusive Practices","authors":"C. Hamilton","doi":"10.36251/JOSI.115","DOIUrl":"https://doi.org/10.36251/JOSI.115","url":null,"abstract":"This article explores the possible influence of past practices of institutionalization on the attitudes and beliefs of groups of beginning teachers who are considering their professional responsibilities in relation to the inclusion of all children with a disability in regular classes in New Zealand. During principal lectures in 2015 and 2016 about social norms, educational inclusion and disability rights, beginning teachers were asked to provide responses to three questions about their knowledge of Tokanui Hospital, a large institution that served the Waikato Region between 1912 and 1997. Two thirds of those who responded, many under the age of 25, indicated no knowledge of the institution. However, one third responded that they knew at least something of Tokanui and how the institution operated. Some included comments about what they knew. These suggest that the legacy of past practices of institutional committal of people with a disability in this country may influence at least some beginning teachers’ beliefs about inclusive practices in ways that may need more consideration within initial teacher training programmers. While more information about this aspect of our history is now available, concerted efforts to find and disseminate a wider range of stories about these experiences are needed.","PeriodicalId":42982,"journal":{"name":"Journal of Social Inclusion","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2017-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48368288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
It is expected that Indigenous people experience asymmetric disability costs compared to non-Indigenous people. No systematic review has investigated the cost of disability for Indigenous people. A systematic review can contribute to the evidence base and inform the health and social care services that Indigenous people with disability receive. Thus, this systematic review aimed to: (i) provide insight into the distinct cost of disability for Indigenous people and (ii) summarise the current state of knowledge concerning the cost of disability for Indigenous people. The PRISMA approach was applied and four databases - MEDLINE, ISI Web of Science, CINAHL and ProQuest Social Sciences - were searched for peer-reviewed literature published before January 2017. After a removal of duplicates, the titles of 193 sources were reviewed against the inclusion criteria. Of these, eight sources were considered for a full-text review. After a full-text review, zero sources met the entire inclusion criteria. While these eight studies did not entirely meet search criteria, findings from two studies closely met the review criteria and provided insight into service considerations that may contribute to distinct costs of disability for Indigenous people. These considerations include: i) providing culturally appropriate assessments and psychometric tools for the identification and monitoring of disability, (ii) ensuring healthcare and service provider cultural training, (iii) raising community awareness around disability services, (iv) delivering holistic integrated health-care models offered locally, and (v) building relationships with families. Irrespective of these considerations, the paucity of research in the area makes it impossible clarify the cost of disability for Indigenous people. Consequently, the need for research in this area is paramount. It is imperative that future research considers the distinct costs of providing health and social care services for Indigenous people with disability. This research will favourably inform health and social care services offered to Indigenous people with disability, and furthermore contribute towards positive health and wellbeing outcomes.
预计与非土著人相比，土著人的残疾费用不对称。没有对土著人民的残疾成本进行系统审查。系统的审查有助于建立证据基础，并为土著残疾人获得的卫生和社会护理服务提供信息。因此，这项系统审查旨在：（i）深入了解土著人的不同残疾成本，（ii）总结有关土著人残疾成本的当前知识状况。应用PRISMA方法，并在MEDLINE、ISI Web of Science、CINAHL和ProQuest Social Sciences四个数据库中搜索2017年1月之前发表的同行评审文献。删除重复后，根据纳入标准对193个来源的标题进行了审查。其中，考虑了8个来源进行全文审查。经过全文审查，没有任何来源符合全部纳入标准。虽然这八项研究并不完全符合搜索标准，但两项研究的结果完全符合审查标准，并深入了解了可能导致土著人不同残疾成本的服务考虑因素。这些考虑因素包括：i）提供适合文化的评估和心理测量工具，用于识别和监测残疾，（ii）确保医疗保健和服务提供者的文化培训，（iii）提高社区对残疾服务的认识，（iv）提供当地提供的整体综合医疗保健模式，以及（v）与家庭建立关系。不管这些考虑因素如何，该地区缺乏研究，因此无法明确土著人的残疾成本。因此，这一领域的研究需求至关重要。未来的研究必须考虑为土著残疾人提供医疗和社会护理服务的不同成本。这项研究将为向土著残疾人提供的健康和社会护理服务提供有利信息，并进一步有助于取得积极的健康和福祉成果。
{"title":"The Cost of Disability for Indigenous People: A Systematic Review","authors":"A. Lakhani, J. Cullen, C. Townsend","doi":"10.36251/JOSI.116","DOIUrl":"https://doi.org/10.36251/JOSI.116","url":null,"abstract":"It is expected that Indigenous people experience asymmetric disability costs compared to non-Indigenous people. No systematic review has investigated the cost of disability for Indigenous people. A systematic review can contribute to the evidence base and inform the health and social care services that Indigenous people with disability receive. Thus, this systematic review aimed to: (i) provide insight into the distinct cost of disability for Indigenous people and (ii) summarise the current state of knowledge concerning the cost of disability for Indigenous people. The PRISMA approach was applied and four databases - MEDLINE, ISI Web of Science, CINAHL and ProQuest Social Sciences - were searched for peer-reviewed literature published before January 2017. After a removal of duplicates, the titles of 193 sources were reviewed against the inclusion criteria. Of these, eight sources were considered for a full-text review. After a full-text review, zero sources met the entire inclusion criteria. While these eight studies did not entirely meet search criteria, findings from two studies closely met the review criteria and provided insight into service considerations that may contribute to distinct costs of disability for Indigenous people. These considerations include: i) providing culturally appropriate assessments and psychometric tools for the identification and monitoring of disability, (ii) ensuring healthcare and service provider cultural training, (iii) raising community awareness around disability services, (iv) delivering holistic integrated health-care models offered locally, and (v) building relationships with families. Irrespective of these considerations, the paucity of research in the area makes it impossible clarify the cost of disability for Indigenous people. Consequently, the need for research in this area is paramount. It is imperative that future research considers the distinct costs of providing health and social care services for Indigenous people with disability. This research will favourably inform health and social care services offered to Indigenous people with disability, and furthermore contribute towards positive health and wellbeing outcomes.","PeriodicalId":42982,"journal":{"name":"Journal of Social Inclusion","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2017-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44248246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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