An increasing number of Spanish universities have been promoting post-compulsory education for the social and occupational inclusion of young people with intellectual, developmental and/or autism spectrum disabilities. In this study, we critically analysed Investiguem, an inclusive research training programme developed at a Spanish university. This analysis was driven by a twofold aim: to assess the impact of the programme as a transformative endeavour for participants and to analyse the tension-related effects of the programme on university research cultures, policies and practices.
Methods
Methodologically, this study was a programme evaluation.
Findings
The results revealed substantial changes in participating students in terms of the personal, social and research competencies that they acquired. They also became empowered, gained self-determination, actively participated in all phases of research and developed greater independence and autonomy. Researchers involved in the programme reported changes in the questioning of their roles and positioning as researchers, the ethics and usefulness of research, accessibility and trust in young individuals.
Conclusions
The findings provide practical implications based on a counter-hegemonic model of inclusive research uncovered elements that put a strain on research cultures, practices and policies to improve them.
{"title":"Inclusive Research for an Inclusive University: Analysing the Investiguem Programme Experience","authors":"Odet Moliner, Inmaculada Orozco","doi":"10.1111/bld.12648","DOIUrl":"https://doi.org/10.1111/bld.12648","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>An increasing number of Spanish universities have been promoting post-compulsory education for the social and occupational inclusion of young people with intellectual, developmental and/or autism spectrum disabilities. In this study, we critically analysed <i>Investiguem</i>, an inclusive research training programme developed at a Spanish university. This analysis was driven by a twofold aim: to assess the impact of the programme as a transformative endeavour for participants and to analyse the tension-related effects of the programme on university research cultures, policies and practices.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Methodologically, this study was a programme evaluation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>The results revealed substantial changes in participating students in terms of the personal, social and research competencies that they acquired. They also became empowered, gained self-determination, actively participated in all phases of research and developed greater independence and autonomy. Researchers involved in the programme reported changes in the questioning of their roles and positioning as researchers, the ethics and usefulness of research, accessibility and trust in young individuals.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The findings provide practical implications based on a counter-hegemonic model of inclusive research uncovered elements that put a strain on research cultures, practices and policies to improve them.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 3","pages":"394-404"},"PeriodicalIF":1.3,"publicationDate":"2025-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12648","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144909911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The global COVID-19 pandemic brought various challenges for learners around the world. This paper reports on the perceptions of learners with Severe Intellectual Disabilities coming from low socioeconomic backgrounds in the South African context on the educational challenges that they experienced during the COVID-19 pandemic.
Methods
Using the qualitative research methodology, data were collected from six learners (three females and three males) using semi-structured individual interviews.
Results
Thematic data analysis yielded four themes, namely, loss of learning time, lack of interaction with others, lack of access to resources and lack of parental support.
Conclusion
Despite the pandemic affecting every learner negatively, in this study, among those with Severe Intellectual Disabilities who came from low socioeconomic backgrounds, the challenges faced by children with severe intellectual disabilities were unique and likely worsened by having Severe Intellectual Disabilities.
{"title":"Experiences of South African Learners With Severe Intellectual Disabilities From Low Socioeconomic Backgrounds on Their Educational Challenges During the COVID-19 Pandemic","authors":"Mandie Cecilia Mudali, Lucia Munongi","doi":"10.1111/bld.12645","DOIUrl":"https://doi.org/10.1111/bld.12645","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The global COVID-19 pandemic brought various challenges for learners around the world. This paper reports on the perceptions of learners with Severe Intellectual Disabilities coming from low socioeconomic backgrounds in the South African context on the educational challenges that they experienced during the COVID-19 pandemic.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Using the qualitative research methodology, data were collected from six learners (three females and three males) using semi-structured individual interviews.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Thematic data analysis yielded four themes, namely, loss of learning time, lack of interaction with others, lack of access to resources and lack of parental support.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Despite the pandemic affecting every learner negatively, in this study, among those with Severe Intellectual Disabilities who came from low socioeconomic backgrounds, the challenges faced by children with severe intellectual disabilities were unique and likely worsened by having Severe Intellectual Disabilities.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 3","pages":"382-393"},"PeriodicalIF":1.3,"publicationDate":"2025-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12645","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144910060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Geraldine Boland, Anne-Marie Potter, Eilin de Paor, Suzanne Guerin
Background/Aims
This study explored supporting the social inclusion of adults with intellectual disabilities living in rural areas, by engaging natural supporters (other than family members and paid staff).
Methods
This qualitative study involved educating and preparing six local connectors—each a member of mainstream volunteering and/or leisure clubs to support six people with intellectual disabilities to join. Qualitative interviews were used to explore the experiences of local connectors.
Findings
Six clusters of meaning were identifiable from content analysis including the support provided by local connectors, communication/interaction and supports for continued attendance. Rural local connectors had strong local knowledge and connections that facilitated those with disabilities to make local acquaintances.
Conclusions/Implications
As part of a structured programme, natural supporters can be engaged to support people with intellectual disabilities to become known and make connections in their rural neighbourhoods. Implications for practice include sourcing social roles as close as possible to home for rural dwellers and the importance of flexible transport. The characteristics of local connectors and the club ethos/culture that facilitates social inclusion are identified. Policy recommendations include that local authorities offering funding to local clubs develop guidelines and education for members, with a view to embedding diverse membership as a guiding principle.
{"title":"Can Natural Supporters Be Fostered to Support Adults With Intellectual Disabilities to Become Local Volunteers or to Join Mainstream Leisure Groups in Irish Rural Towns and Villages?","authors":"Geraldine Boland, Anne-Marie Potter, Eilin de Paor, Suzanne Guerin","doi":"10.1111/bld.12644","DOIUrl":"https://doi.org/10.1111/bld.12644","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background/Aims</h3>\u0000 \u0000 <p>This study explored supporting the social inclusion of adults with intellectual disabilities living in rural areas, by engaging natural supporters (other than family members and paid staff).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This qualitative study involved educating and preparing six local connectors—each a member of mainstream volunteering and/or leisure clubs to support six people with intellectual disabilities to join. Qualitative interviews were used to explore the experiences of local connectors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Six clusters of meaning were identifiable from content analysis including the support provided by local connectors, communication/interaction and supports for continued attendance. Rural local connectors had strong local knowledge and connections that facilitated those with disabilities to make local acquaintances.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions/Implications</h3>\u0000 \u0000 <p>As part of a structured programme, natural supporters can be engaged to support people with intellectual disabilities to become known and make connections in their rural neighbourhoods. Implications for practice include sourcing social roles as close as possible to home for rural dwellers and the importance of flexible transport. The characteristics of local connectors and the club ethos/culture that facilitates social inclusion are identified. Policy recommendations include that local authorities offering funding to local clubs develop guidelines and education for members, with a view to embedding diverse membership as a guiding principle.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 3","pages":"371-381"},"PeriodicalIF":1.3,"publicationDate":"2024-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12644","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144910507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tone Brynildsen, Ingrid Eid Jacobsen, Anna Chalachanová, Inger Marie Lid
<p>The pilot project, Higher Education in Human Rights for Students with Intellectual Disabilities was externally funded by the foundation DAM<sup>1</sup>, developed in cooperation with the Norwegian Association for Persons with Intellectual Disabilities<sup>2</sup> and Oslo municipality. It aims to develop study courses for students with intellectual disabilities in Norway's higher education system. The development of the pilot project is based on Article 24 in the Convention on the Rights of Persons with Disabilities (United Nations <span>2006</span>), which reads: “States Parties recognize the rights of persons with disabilities to education. To realize this right without discrimination and based on equal opportunities, States Parties shall ensure an inclusive education system at all levels and lifelong learning” (United Nations <span>2006</span>, article 24). The change towards a more inclusive education goes back to the Salamanca Statement (UNESCO <span>1994</span>), an international consensus regarding the need to provide equal educational rights to persons with special education needs. Inclusive education is discussed and presented in different ways. One of the ways of communicating inclusive education is in light of a so-called narrow and broad definition of inclusive education (Haug <span>2017</span>). While the narrow definition includes children/persons with special needs (Haug <span>2017</span>), the broad definition includes all marginalised groups in vulnerable positions regarding their access to education (Nelis, Pedaste, and Šuman <span>2023</span>). The narrow definition sheds light on including persons with special needs in mainstream education and their participation and educational/pedagogical accommodation that allows the students to reach their educational potential (Nelis, Pedaste, and Šuman <span>2023</span>, 2). The pilot project is a possible contribution within the aspect/field of narrow definition of inclusive education. The development of the courses in the pilot project was otherwise inspired by the work of O'Brien et al. (<span>2018</span>). The book brings knowledge of theoretical underpinnings and practical examples of the development of higher education courses and provisions of higher education for students with intellectual disabilities in different countries. The first chapter of the book lays out models of organisation of higher education for persons with intellectual disabilities and describes three models: The fully inclusive model (where the students attend the same classes as their peers), the both segragated and inclusive models (where the students experience both a segregated and inclusive models), and the segregated model (the students are thought in segregated classes on the university ground) (Neubert et al. 2001 in O'Brien et al. <span>2018</span>, 11). The pilot project tries out two of the models, the hybrid model and the segregated model as described by O'Brien et al. (<span>2018</span>). In this
{"title":"‘We Are Students: Experiences From Our Student Lives at a University in Norway’","authors":"Tone Brynildsen, Ingrid Eid Jacobsen, Anna Chalachanová, Inger Marie Lid","doi":"10.1111/bld.12643","DOIUrl":"https://doi.org/10.1111/bld.12643","url":null,"abstract":"<p>The pilot project, Higher Education in Human Rights for Students with Intellectual Disabilities was externally funded by the foundation DAM<sup>1</sup>, developed in cooperation with the Norwegian Association for Persons with Intellectual Disabilities<sup>2</sup> and Oslo municipality. It aims to develop study courses for students with intellectual disabilities in Norway's higher education system. The development of the pilot project is based on Article 24 in the Convention on the Rights of Persons with Disabilities (United Nations <span>2006</span>), which reads: “States Parties recognize the rights of persons with disabilities to education. To realize this right without discrimination and based on equal opportunities, States Parties shall ensure an inclusive education system at all levels and lifelong learning” (United Nations <span>2006</span>, article 24). The change towards a more inclusive education goes back to the Salamanca Statement (UNESCO <span>1994</span>), an international consensus regarding the need to provide equal educational rights to persons with special education needs. Inclusive education is discussed and presented in different ways. One of the ways of communicating inclusive education is in light of a so-called narrow and broad definition of inclusive education (Haug <span>2017</span>). While the narrow definition includes children/persons with special needs (Haug <span>2017</span>), the broad definition includes all marginalised groups in vulnerable positions regarding their access to education (Nelis, Pedaste, and Šuman <span>2023</span>). The narrow definition sheds light on including persons with special needs in mainstream education and their participation and educational/pedagogical accommodation that allows the students to reach their educational potential (Nelis, Pedaste, and Šuman <span>2023</span>, 2). The pilot project is a possible contribution within the aspect/field of narrow definition of inclusive education. The development of the courses in the pilot project was otherwise inspired by the work of O'Brien et al. (<span>2018</span>). The book brings knowledge of theoretical underpinnings and practical examples of the development of higher education courses and provisions of higher education for students with intellectual disabilities in different countries. The first chapter of the book lays out models of organisation of higher education for persons with intellectual disabilities and describes three models: The fully inclusive model (where the students attend the same classes as their peers), the both segragated and inclusive models (where the students experience both a segregated and inclusive models), and the segregated model (the students are thought in segregated classes on the university ground) (Neubert et al. 2001 in O'Brien et al. <span>2018</span>, 11). The pilot project tries out two of the models, the hybrid model and the segregated model as described by O'Brien et al. (<span>2018</span>). In this","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 1","pages":"9-16"},"PeriodicalIF":1.2,"publicationDate":"2024-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12643","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143447136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Natasha Spassiani, Theo Armstrong, Mojca Becaj, Andrew Hiddleston, Anna Higgins, Aaron Hume, Jodi Robertson, Tony Young
<p>Historically, universities were a place of exclusion for people with disabilities, particularly people with intellectual disabilities. This exclusion was due to the false views that people with intellectual disabilities were unable to be educated, think critically or meaningfully contribute to academic activities, such as teaching and research. Fortunately, the disability and self-advocacy movements have challenged these stereotypes about intellectual disabilities and have advocated for the rights of people with intellectual disabilities to have equal access to education and employment. Typically, if people with intellectual disabilities were in university settings, it was to be studied in research projects or used as teaching objects. People with intellectual disabilities being students in higher education or employed by a university to conduct research or teach students was not seen as a possibility until recently.</p><p>One of the main ways to include people with intellectual disabilities in university settings is by doing inclusive (participatory) research. This means allowing people with intellectual disabilities to have an active voice in leading research and that they are meaningfully involved in the research process. This includes developing research questions, collecting and analysing data and writing and presenting research findings. Inclusive (participatory) research is to ensure that people with intellectual disabilities are not research subjects being studied by researchers (Strnadová and Walmsley <span>2018</span>; Spassiani and Friedman <span>2014</span>; Johnson and Walmsley <span>2003</span>, 10; Abma, Nierse, and Widdershoven <span>2009</span>). Conducting inclusive research with people with intellectual disabilities is a complex process requiring many practical, ethical and methodological considerations (Hewitt et al. <span>2023</span>), which may be a reason why this type of research is not common. Ensuring that people with intellectual disabilities are actively involved in leading research adds great value to the lives of individuals conducting the research and enhances the overall quality of the research (Walmsley, Strnadová, and Johnson <span>2018</span>; Spassiani, Becaj, et al. <span>2023</span>; Spassiani, Abdulla, et al. <span>2023</span>). Inclusive research allows people with intellectual disabilities to be able to help lead the change at the individual and societal level so that people with intellectual disabilities can live better lives (Salmon, Barry, and Hutchins <span>2018</span>). Despite the benefits of inclusive research, there has been limited research done to meaningfully include people with intellectual disabilities as having an active role of being researchers (Rios et al. <span>2016</span>; Bigby, Frawley, and Ramcharan <span>2014</span>).</p><p>It is also common for people with intellectual disabilities involved in research to not be fairly paid for their expert knowledge and time working on the proje
从历史上看，大学是一个排斥残疾人的地方，尤其是有智力障碍的人。这种排斥是由于一种错误的观点，即智力残疾者无法接受教育、无法进行批判性思考或无法为教学和研究等学术活动作出有意义的贡献。幸运的是，残疾和自我倡导运动挑战了这些对智力残疾的刻板印象，并倡导智力残疾人士享有平等接受教育和就业的权利。通常情况下，如果智力残疾的人在大学环境中，他们将被用于研究项目或作为教学对象。直到最近，人们才认识到智力残疾人士成为高等教育学生或受雇于大学进行研究或教授学生的可能性。将智障人士纳入大学环境的主要方法之一是进行包容性（参与性）研究。这意味着允许智障人士在主导研究中有积极的发言权，并使他们有意义地参与研究过程。这包括提出研究问题，收集和分析数据，撰写和展示研究成果。包容性（参与性）研究是为了确保智障人士不是研究人员研究的对象(strnadov<e:1>和Walmsley, 2018；Spassiani and Friedman 2014；Johnson and Walmsley 2003, 10；Abma, Nierse, and Widdershoven, 2009)。对智障人士进行包容性研究是一个复杂的过程，需要许多实践、伦理和方法上的考虑（Hewitt et al. 2023），这可能是这类研究不常见的原因。确保智障人士积极参与主导研究，为进行研究的个人的生活增加了巨大价值，并提高了研究的整体质量(Walmsley, strnadov<e:1>, and Johnson 2018；Spassiani， Becaj等。2023；Spassiani， Abdulla等人，2023)。包容性研究使智障人士能够帮助引领个人和社会层面的变革，从而使智障人士能够过上更好的生活（Salmon, Barry, and Hutchins 2018）。尽管包容性研究有好处，但在有意义地将智障人士纳入研究人员的积极角色方面所做的研究有限(Rios et al. 2016；Bigby, crawley, and Ramcharan 2014)。参与研究的智障人士在项目上的专业知识和工作时间没有得到公平的报酬也是很常见的（Longhi 2017）。这是有问题的，因为智障人士的工作必须得到公平的报酬。有智力障碍的人很难找到有报酬的工作，因为人们对他们有智力障碍感到羞耻。社会认为，智障人士不想工作，不想为他们的工作获得报酬，也不想拥有成功保住工作所需的技能(Spassiani et al. 2017；Bonaccio et al. 2020)。阻碍智障人士在大学找到有意义的工作的一个障碍是人力资源流程不无障碍。一项研究报告称，当试图聘请智障人士作为研究助理时，他们发现，即使人力资源部门进行了调整和支持，使标准招聘流程更容易获得，但该流程对于智障人士来说仍然难以遵循，他们需要个人支持来帮助完成该流程（Anderson et al. 2023）。2010年《平等法》规定，雇主有责任在工作场所做出合理的调整，以照顾残疾员工（2010年《平等法》）。根据《欧洲人权公约》（1953年欧洲理事会）第14条，未能提供无障碍调整被归类为残疾歧视，属于违反行为。与任何其他雇主一样，大学有责任消除障碍，为残疾员工提供方便的调整，使他们能够在一个包容的环境中工作，并与非残疾同事平等。大学可能不知道如何为智障人士提供一个包容的工作环境。对于大学来说，重要的是与残疾人基层组织建立牢固的关系，以帮助支持智障人士成功就业。 残障草根组织可以向社会表明，智障人士不应被视为慈善个案，而应像非残障人士一样，获得平等和公平的机会(Kemple, Ahmad, and Girijashanker 2011；探寻水源2001)。残障草根组织在为智障人士发声方面经验丰富，可以帮助雇主（如大学）更好地了解如何创造包容性的工作环境。联合国残疾人权利公约（CRPD）规定，残疾人应该参与影响他们生活的研究（联合国，2006年）。然而，如何有效地对智障人士进行包容性研究尚不为人所知。虽然已经发表了一些包容性研究，但很少有论文专门关注如何对智障人士进行包容性研究（Bigby, rawley, and Ramcharan 2014）。出于这个原因，本文的目的是对自我倡导者（智力残疾的成年人）和盟友（大学研究人员/讲座和残疾草根组织）之间的包容性伙伴关系进行批判性反思，以授权智力残疾的成年人共同领导包容性研究并共同教育大学生。本文将反思包容性伙伴关系如何支持智障人士成功参与大学活动。这篇论文的每个作者都对自己的经历进行了批判性的反思。根据作者的思考，他们共同提出了一份关键建议清单，以帮助其他人在发展包容性的研究/教学伙伴关系时加以考虑。我们希望这篇论文能对如何帮助更多的智障人士有意义地参与大学的共同研究和共同教学产生积极的影响。在本文中，“公民研究员”一词被用来描述一个来自社区的人，他没有受过专业的研究员培训，但作为一个更大的团队的一部分承担了研究员的角色。他们是团队中的研究人员，代表他们的社区。他们为研究团队带来了新的视角，以确保社区的声音在研究过程的所有部分都得到体现（Vohland等人，2021）。例如，公民研究员可以是一个有学习障碍的人，他是研究团队的一员，以确保在研究项目中代表智障人士的声音。在开发了这两个列表之后，我们对每个列表进行了投票（NGT），以确定我们的前三个关键建议。我们这样做是因为我们知道，看着一长串的清单却不知道从哪里开始会让人不知所措。出于这个原因，我们确定了两个列表中的前三个建议，我们认为这是为大学里的智障人士创造机会的一个很好的起点。每个名单的前三名被保留。本文的目的是对自我倡导者（智力残疾的成年人）和盟友（大学研究人员和残疾基层组织）之间的包容性伙伴关系进行批判性反思，以使智力残疾的成年人能够共同领导包容性研究并共同教育大学生。通过批判性反思和小组讨论/投票，本文为在大学工作的研究人员/讲师提供了更好的理解，如何有意义地将智障人士纳入研究和合作教学机会。它还为智障人士提供了关于在大学工作应该了解的建议。《世界人权宣言》第23条规定，每个人都有工作的权利，工资必须与非残疾人平等（1948年联合国大会）。大学必须确保自己在为智障人士提供平等就业机会方面发挥关键作用，并在大学环境中倡导残疾正义和包容。关于智障人士的研究迫切需要他们的声音来引导研究过程。不幸的是，许多研究人员不知道如何成功地将智障人士纳入他们的研究团队。此外，大学不知道如何提供包容性的工作环境来满足智障人士的需求（Hewitt et al. 2023）。 过去的研究表明，大学必须将智障人士纳入有偿研究人员，拥有灵活的人力资源系统，并需要从与智障人士一起工作的人那里寻求专家建议/支持，以确保无障碍的工作环境（Anderson et al. 2023）。为智障人士提供共同教学的机会也是如此。根据作者的经验，我们发现人力资源流程不方便，因为要确保薪酬不会对个人的残疾福利产生负面影响，入职流程冗长，这有可能影响用于支付智障人士工作的研究资金，以及难以获取的工资单。残障草根组织或许能够为大学提供所需的支持和指导，以更好地了解如何为智障人士提供包容性的工作环境（Spassiani,
{"title":"You Can't Exclude Us Anymore! A Critical Reflection of Inclusive Research and Teaching Opportunities for People With Intellectual Disabilities in University Settings","authors":"Natasha Spassiani, Theo Armstrong, Mojca Becaj, Andrew Hiddleston, Anna Higgins, Aaron Hume, Jodi Robertson, Tony Young","doi":"10.1111/bld.12640","DOIUrl":"https://doi.org/10.1111/bld.12640","url":null,"abstract":"<p>Historically, universities were a place of exclusion for people with disabilities, particularly people with intellectual disabilities. This exclusion was due to the false views that people with intellectual disabilities were unable to be educated, think critically or meaningfully contribute to academic activities, such as teaching and research. Fortunately, the disability and self-advocacy movements have challenged these stereotypes about intellectual disabilities and have advocated for the rights of people with intellectual disabilities to have equal access to education and employment. Typically, if people with intellectual disabilities were in university settings, it was to be studied in research projects or used as teaching objects. People with intellectual disabilities being students in higher education or employed by a university to conduct research or teach students was not seen as a possibility until recently.</p><p>One of the main ways to include people with intellectual disabilities in university settings is by doing inclusive (participatory) research. This means allowing people with intellectual disabilities to have an active voice in leading research and that they are meaningfully involved in the research process. This includes developing research questions, collecting and analysing data and writing and presenting research findings. Inclusive (participatory) research is to ensure that people with intellectual disabilities are not research subjects being studied by researchers (Strnadová and Walmsley <span>2018</span>; Spassiani and Friedman <span>2014</span>; Johnson and Walmsley <span>2003</span>, 10; Abma, Nierse, and Widdershoven <span>2009</span>). Conducting inclusive research with people with intellectual disabilities is a complex process requiring many practical, ethical and methodological considerations (Hewitt et al. <span>2023</span>), which may be a reason why this type of research is not common. Ensuring that people with intellectual disabilities are actively involved in leading research adds great value to the lives of individuals conducting the research and enhances the overall quality of the research (Walmsley, Strnadová, and Johnson <span>2018</span>; Spassiani, Becaj, et al. <span>2023</span>; Spassiani, Abdulla, et al. <span>2023</span>). Inclusive research allows people with intellectual disabilities to be able to help lead the change at the individual and societal level so that people with intellectual disabilities can live better lives (Salmon, Barry, and Hutchins <span>2018</span>). Despite the benefits of inclusive research, there has been limited research done to meaningfully include people with intellectual disabilities as having an active role of being researchers (Rios et al. <span>2016</span>; Bigby, Frawley, and Ramcharan <span>2014</span>).</p><p>It is also common for people with intellectual disabilities involved in research to not be fairly paid for their expert knowledge and time working on the proje","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 1","pages":"1-8"},"PeriodicalIF":1.2,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12640","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143446910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Meg Grigal, Clare Papay, Caitlyn Bukaty, Belkis Choiseul-Praslin, Cate Weir, Chelsea VanHorn Stinnett
Background
Since 2010, there has been significant growth in the United States in the number of students with intellectual disability accessing higher education, driven by federal legislation and funding. Currently, over 340 institutions of higher education provide programs of study for students with intellectual disability. Of these programs, 134 have received federal funding through the Transition and Postsecondary Education Program for Students with Intellectual Disabilities (TPSID) model demonstration program. The Think College National Coordinating Center (NCC), the evaluator of the TPSID model demonstration projects, has collected annual data on student activities and outcomes.
Methods
This study provides trend analysis of data from the TPSID model demonstration program on almost 5000 students with intellectual disability over a 13-year period.
Findings
This analysis identified trends in student characteristics, university access, employment, support and outcomes of federally funded higher education programs.
Conclusions
The TPSID model demonstration program and resulting student and program data substantially impacted higher education program development and quality in the United States. Trends reflected in this study demonstrate growth in inclusive course access, employment, credential attainment and use of financial aid for college students with intellectual disability. The study provides implications for practice, research and policy in the United States and internationally.
{"title":"Demonstrating Progress and Potential: Lessons Learned From Federally Funded Inclusive Postsecondary Education in the United States","authors":"Meg Grigal, Clare Papay, Caitlyn Bukaty, Belkis Choiseul-Praslin, Cate Weir, Chelsea VanHorn Stinnett","doi":"10.1111/bld.12637","DOIUrl":"https://doi.org/10.1111/bld.12637","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Since 2010, there has been significant growth in the United States in the number of students with intellectual disability accessing higher education, driven by federal legislation and funding. Currently, over 340 institutions of higher education provide programs of study for students with intellectual disability. Of these programs, 134 have received federal funding through the Transition and Postsecondary Education Program for Students with Intellectual Disabilities (TPSID) model demonstration program. The Think College National Coordinating Center (NCC), the evaluator of the TPSID model demonstration projects, has collected annual data on student activities and outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study provides trend analysis of data from the TPSID model demonstration program on almost 5000 students with intellectual disability over a 13-year period.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>This analysis identified trends in student characteristics, university access, employment, support and outcomes of federally funded higher education programs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The TPSID model demonstration program and resulting student and program data substantially impacted higher education program development and quality in the United States. Trends reflected in this study demonstrate growth in inclusive course access, employment, credential attainment and use of financial aid for college students with intellectual disability. The study provides implications for practice, research and policy in the United States and internationally.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 2","pages":"333-347"},"PeriodicalIF":1.2,"publicationDate":"2024-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12637","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144091492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Day-service centres offer valuable support for individuals with intellectual disabilities, often referred to as service-users. Due to potential communication challenges, nurses must gather information from caregivers, particularly mothers. This study explores the collaboration between nurses at day-service centres and the mothers of service-users to enhance care quality.
Methods
This qualitative study collected data from six nurses working at day-service centres in Japan and conducted an analysis using a descriptive narrative approach. Each nurse participated in two or three semi-structured interviews, where nurses were encouraged to speak freely, resulting in 16 interviews.
Findings
Three key themes emerged from the collaboration between nurses and service-users’ mothers: (1) ‘building good relationships with parents to ensure a smooth exchange of information about service-users’; (2) ‘providing the same care at the day-service centre as the service-user would receive at home’; and (3) ‘identifying areas that nurses cannot compromise on while respecting how mothers care for their children’.
Conclusions
These findings provide insights into effective nursing care for individuals with intellectual disabilities in day-service centres, emphasising the importance of productive engagement with their mothers.
{"title":"Nurse–Mother Collaborations in Disability Day-Service Centres for Individuals With Intellectual Disabilities","authors":"Yoshimi Ito, Kyoko Asakura, Shoko Sugiyama, Nozomu Takada","doi":"10.1111/bld.12641","DOIUrl":"https://doi.org/10.1111/bld.12641","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Day-service centres offer valuable support for individuals with intellectual disabilities, often referred to as service-users. Due to potential communication challenges, nurses must gather information from caregivers, particularly mothers. This study explores the collaboration between nurses at day-service centres and the mothers of service-users to enhance care quality.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This qualitative study collected data from six nurses working at day-service centres in Japan and conducted an analysis using a descriptive narrative approach. Each nurse participated in two or three semi-structured interviews, where nurses were encouraged to speak freely, resulting in 16 interviews.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Three key themes emerged from the collaboration between nurses and service-users’ mothers: (1) ‘building good relationships with parents to ensure a smooth exchange of information about service-users’; (2) ‘providing the same care at the day-service centre as the service-user would receive at home’; and (3) ‘identifying areas that nurses cannot compromise on while respecting how mothers care for their children’.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>These findings provide insights into effective nursing care for individuals with intellectual disabilities in day-service centres, emphasising the importance of productive engagement with their mothers.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 3","pages":"351-359"},"PeriodicalIF":1.3,"publicationDate":"2024-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12641","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144910109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Individuals with intellectual disability in the United States have historically been underemployed due to societally constructed barriers. Recently, more individuals with intellectual disability have been attending Inclusive Postsecondary Education (IPSE) programmes, which have contributed to improving their employment outcomes.
Methods
This qualitative study analyzed the experiences of five graduates from one IPSE programme who completed an internship during their programme. Semistructured interviews were used to discuss their IPSE internship experiences, current employment and future goals. Transcripts were coded and analyzed inductively.
Findings
At the time of the interviews, each participant had competitive employment. The findings illustrated two significant categories of resources used to gain employment postgraduation: internal university resources such as university staff, course content, work sites and networking groups; and external university resources, including parents, community service agencies and the Internet.
Conclusions
Although external university resources were important to the participants in this study, they may be an area of inequity when considering the intersectionality of disability and other marginalized identities such as race and socioeconomic status. To combat any lack of external resources a student may have, IPSE programmes should plan to address potential inequities programmatically.
{"title":"Working to Work: Gaining Employment After Inclusive Postsecondary Education","authors":"Katie Ducett, Beth Myers, Brianna Shults","doi":"10.1111/bld.12642","DOIUrl":"https://doi.org/10.1111/bld.12642","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Individuals with intellectual disability in the United States have historically been underemployed due to societally constructed barriers. Recently, more individuals with intellectual disability have been attending Inclusive Postsecondary Education (IPSE) programmes, which have contributed to improving their employment outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This qualitative study analyzed the experiences of five graduates from one IPSE programme who completed an internship during their programme. Semistructured interviews were used to discuss their IPSE internship experiences, current employment and future goals. Transcripts were coded and analyzed inductively.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>At the time of the interviews, each participant had competitive employment. The findings illustrated two significant categories of resources used to gain employment postgraduation: internal university resources such as university staff, course content, work sites and networking groups; and external university resources, including parents, community service agencies and the Internet.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Although external university resources were important to the participants in this study, they may be an area of inequity when considering the intersectionality of disability and other marginalized identities such as race and socioeconomic status. To combat any lack of external resources a student may have, IPSE programmes should plan to address potential inequities programmatically.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 3","pages":"360-370"},"PeriodicalIF":1.3,"publicationDate":"2024-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144910110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Matthew Turnbull, Angela Ho, Fiona Rillotta, Mary-Ann O'Donovan, Nadia Willis, Greta Westermann, Nikki Wedgwood
Background
This paper was written by researchers with and without intellectual disability working in two Australian universities. Each university has an inclusive programme. The co-researchers were former students of these programmes. The reason for this study was to find out what people in these two programmes did while they were at university, what they liked and disliked about their experience and what they have been doing since they finished university.
Methods
Researchers recorded conversations about university experiences with 10 current and former students of the two programmes and five participants' family members. From this, the students' ‘journey’ to, through and after university was co-written by a pair of researchers with and without lived experience. These stories were reviewed by a team of people with lived experience. In this paper, five journeys are presented as well as a summary of what was reported across all 10 stories.
Findings
The study found that participants had a positive experience at university and developed self-confidence. They enjoyed learning and having choices in their learning. Some students reported feeling included, meeting new people, having good relationships with mentors and having positive involvement with university clubs. Others reported difficulties making friends, feeling unaccepted or not fully included in all parts of university life. Some programme graduates went on to paid employment or other learning. Not all students felt supported with the move to other opportunities after university.
Conclusions
This study highlights the importance of including people with intellectual disability as researchers and advisors in studies about people with intellectual disability. The study also shows more needs to be done within these programmes to help students develop genuine relationships at university beyond the programmes. More needs to be done to ensure new friendships continue after leaving the programme. Students also need to be better supported on their post-university journeys.
{"title":"‘People With Intellectual Disabilities Can Really Go to Uni, They Can Study, They Just Need That Extra Assistance’–Stories of People With Intellectual Disability Experiencing University in Australia","authors":"Matthew Turnbull, Angela Ho, Fiona Rillotta, Mary-Ann O'Donovan, Nadia Willis, Greta Westermann, Nikki Wedgwood","doi":"10.1111/bld.12638","DOIUrl":"https://doi.org/10.1111/bld.12638","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This paper was written by researchers with and without intellectual disability working in two Australian universities. Each university has an inclusive programme. The co-researchers were former students of these programmes. The reason for this study was to find out what people in these two programmes did while they were at university, what they liked and disliked about their experience and what they have been doing since they finished university.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Researchers recorded conversations about university experiences with 10 current and former students of the two programmes and five participants' family members. From this, the students' ‘journey’ to, through and after university was co-written by a pair of researchers with and without lived experience. These stories were reviewed by a team of people with lived experience. In this paper, five journeys are presented as well as a summary of what was reported across all 10 stories.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>The study found that participants had a positive experience at university and developed self-confidence. They enjoyed learning and having choices in their learning. Some students reported feeling included, meeting new people, having good relationships with mentors and having positive involvement with university clubs. Others reported difficulties making friends, feeling unaccepted or not fully included in all parts of university life. Some programme graduates went on to paid employment or other learning. Not all students felt supported with the move to other opportunities after university.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This study highlights the importance of including people with intellectual disability as researchers and advisors in studies about people with intellectual disability. The study also shows more needs to be done within these programmes to help students develop genuine relationships at university beyond the programmes. More needs to be done to ensure new friendships continue after leaving the programme. Students also need to be better supported on their post-university journeys.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 2","pages":"312-323"},"PeriodicalIF":1.2,"publicationDate":"2024-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144091537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Virtual Communities of Practice offer opportunities to build professional support networks, encourage continuing professional development, share knowledge and promote the translation of evidence into nursing practice. The Registered Nurse in Intellectual Disability (RNID) Excellence Ireland Network is a private Facebook group aimed at promoting and maintaining the RNID's professionalism. This article explores the sense of virtual community and factors that impact the engagement of members of the RNID Excellence Ireland Network Facebook group with group activities.
Materials and Methods
The study design incorporated a cross-sectional descriptive survey that explored the sense of virtual community and engagement factors of registered and student nurses with group activities. The questionnaire was administered to registered and student nurses in Intellectual Disability (n = 140, age range 18−65 years) in Ireland.
Results
The majority of registered/student nurses rated their engagement with the Facebook page very highly for promoting a sense of virtual community of practice and a safe and trustworthy environment where information could be shared, questions answered and a support network developed. However, concerns about social media privacy impacted engagement with the platform for almost one-third of participants.
Conclusion
Senior nurses engage with group activities, ensuring junior colleagues receive quality mentorship in the spirit of the Code of Professional Conduct and Ethics for Registered Nurses and Registered Midwives. Efforts should be continued to engage students with the virtual community of practice as part of the professional practice toolkit for the RNID.
{"title":"Exploring the Sense of Virtual Community Among Members of the Registered Nurse in Intellectual Disability (RNID) Excellence Ireland Network Facebook Group","authors":"Mary Reidy, Liam Callaghan","doi":"10.1111/bld.12639","DOIUrl":"https://doi.org/10.1111/bld.12639","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Virtual Communities of Practice offer opportunities to build professional support networks, encourage continuing professional development, share knowledge and promote the translation of evidence into nursing practice. The Registered Nurse in Intellectual Disability (RNID) Excellence Ireland Network is a private Facebook group aimed at promoting and maintaining the RNID's professionalism. This article explores the sense of virtual community and factors that impact the engagement of members of the RNID Excellence Ireland Network Facebook group with group activities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>The study design incorporated a cross-sectional descriptive survey that explored the sense of virtual community and engagement factors of registered and student nurses with group activities. The questionnaire was administered to registered and student nurses in Intellectual Disability (<i>n</i> = 140, age range 18−65 years) in Ireland.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The majority of registered/student nurses rated their engagement with the Facebook page very highly for promoting a sense of virtual community of practice and a safe and trustworthy environment where information could be shared, questions answered and a support network developed. However, concerns about social media privacy impacted engagement with the platform for almost one-third of participants.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Senior nurses engage with group activities, ensuring junior colleagues receive quality mentorship in the spirit of the Code of Professional Conduct and Ethics for Registered Nurses and Registered Midwives. Efforts should be continued to engage students with the virtual community of practice as part of the professional practice toolkit for the RNID.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 2","pages":"324-332"},"PeriodicalIF":1.2,"publicationDate":"2024-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12639","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144091538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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