Pub Date : 2023-12-10DOI: 10.3109/13668250.2023.2275225
Esther H. Bisschops, J. Clasien de Schipper, Zina Salhi, Petri J.C.M. Embregts, Carlo Schuengel
Intellectual disability organisations in the Netherlands are seeking to improve clients’ quality of care by implementing methods that reduce involuntary care. This study described insights gained f...
{"title":"Communities of practice for implementing methods to reduce involuntary care in intellectual disability care: Insights from tacit and experiential knowledge exchange","authors":"Esther H. Bisschops, J. Clasien de Schipper, Zina Salhi, Petri J.C.M. Embregts, Carlo Schuengel","doi":"10.3109/13668250.2023.2275225","DOIUrl":"https://doi.org/10.3109/13668250.2023.2275225","url":null,"abstract":"Intellectual disability organisations in the Netherlands are seeking to improve clients’ quality of care by implementing methods that reduce involuntary care. This study described insights gained f...","PeriodicalId":51466,"journal":{"name":"Journal of Intellectual & Developmental Disability","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138576174","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}
Pub Date : 2023-12-08DOI: 10.3109/13668250.2023.2275943
Kim J. H. M. van den Bogaard, Mireille G. D. de Beer, Noud Frielink, Petri J. C. M. Embregts
In this study, agents working in positions of authority within health sector organisations shared their perspectives concerning both the involvement of experts by experience with intellectual disab...
在这项研究中，在卫生部门机构中担任领导职务的人员分享了他们对智障专家参与的看法。
{"title":"The perspectives of agents working in positions of authority within health sector organisations regarding the involvement of experts by experience with an intellectual disability: An exploratory study","authors":"Kim J. H. M. van den Bogaard, Mireille G. D. de Beer, Noud Frielink, Petri J. C. M. Embregts","doi":"10.3109/13668250.2023.2275943","DOIUrl":"https://doi.org/10.3109/13668250.2023.2275943","url":null,"abstract":"In this study, agents working in positions of authority within health sector organisations shared their perspectives concerning both the involvement of experts by experience with intellectual disab...","PeriodicalId":51466,"journal":{"name":"Journal of Intellectual & Developmental Disability","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138552726","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}
Pub Date : 2023-11-21DOI: 10.3109/13668250.2023.2271757
Anita Gibbs, Julie Flanagan, Louise Gray
Australia has limited supports to help families where Fetal Alcohol Spectrum Disorder (FASD) impacts children and young people. National Organisation for Fetal Alcohol Spectrum Disorder Australia (...
{"title":"An Australian online training and support program for caregivers of children and youth with Fetal Alcohol Spectrum Disorder: Families linking with families","authors":"Anita Gibbs, Julie Flanagan, Louise Gray","doi":"10.3109/13668250.2023.2271757","DOIUrl":"https://doi.org/10.3109/13668250.2023.2271757","url":null,"abstract":"Australia has limited supports to help families where Fetal Alcohol Spectrum Disorder (FASD) impacts children and young people. National Organisation for Fetal Alcohol Spectrum Disorder Australia (...","PeriodicalId":51466,"journal":{"name":"Journal of Intellectual & Developmental Disability","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138525013","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}
Pub Date : 2023-10-26DOI: 10.3109/13668250.2023.2256075
June Alexander, Sandra Gendera, Sally Robinson, Karen R. Fisher, Kellie Howe
Background Traineeships have been proven to be beneficial vocational pathways for people with intellectual disability however to date the on-the-job training provision associated with traineeships has not been well documented.
背景:培训已被证明是智障人士有益的职业途径，但迄今为止，与培训相关的在职培训还没有得到很好的记录。
{"title":"On-the-job training supports for people with intellectual disability employed in aged care","authors":"June Alexander, Sandra Gendera, Sally Robinson, Karen R. Fisher, Kellie Howe","doi":"10.3109/13668250.2023.2256075","DOIUrl":"https://doi.org/10.3109/13668250.2023.2256075","url":null,"abstract":"Background Traineeships have been proven to be beneficial vocational pathways for people with intellectual disability however to date the on-the-job training provision associated with traineeships has not been well documented.","PeriodicalId":51466,"journal":{"name":"Journal of Intellectual & Developmental Disability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134906582","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}
Pub Date : 2023-10-26DOI: 10.3109/13668250.2023.2260584
Denise De Souza, Zelinna Pablo, Michael Shevlin, Maria Theresa von Fürstenberg, Jennifer Banks, Debashis Sarker, Alejandra Rios Urzua, Donatella Camedda, Des Aston
ABSTRACTBackground Research on post-secondary training for individuals with intellectual disabilities has generally focused on programs, with little consideration of the structures and mechanisms that give rise to them. This article adopts a critical realist perspective to comparatively analyse and theorise about the contextual structures contributing to the introduction of post-secondary training programs in universities for individuals with intellectual disabilities.Method Six stages in critical realist explanatory research were followed. They include (1) description, (2) analytical resolution, (3) abduction/theoretical redescription, (4) retroduction, (5) comparison between different theories and abstractions, and (6) concretisation and contextualisation.Results Historical, socio-political, and educational policy structures and mechanisms, indicated three program typologies: program as niche, as a generalisable prototype, and as an evolutionary response to evolving conditions.Conclusions By developing explanations about preconditions, the study draws out nuanced sub-types occurring within a single university-based program, theorises on trajectories for success, and lays the groundwork for future empirical and conceptual development.KEYWORDS: Intellectual disabilityinclusive post-secondary educationhigher educationcritical realism Disclosure statementNo potential conflict of interest was reported by the author(s).Ethics approvalThe study was conducted according to the guidelines of the National Statement on Ethical Conduct in Human Research (National Statement), and approved by the Human Research Ethics Committee (HREC) at Torrens University Australia (HREC-0131).Additional informationFundingThis work was supported by 2019 Laureate Grant for Inter-Institutional Research.
{"title":"Preconditions influencing the development of post-secondary training programs in universities for individuals with intellectual disabilities","authors":"Denise De Souza, Zelinna Pablo, Michael Shevlin, Maria Theresa von Fürstenberg, Jennifer Banks, Debashis Sarker, Alejandra Rios Urzua, Donatella Camedda, Des Aston","doi":"10.3109/13668250.2023.2260584","DOIUrl":"https://doi.org/10.3109/13668250.2023.2260584","url":null,"abstract":"ABSTRACTBackground Research on post-secondary training for individuals with intellectual disabilities has generally focused on programs, with little consideration of the structures and mechanisms that give rise to them. This article adopts a critical realist perspective to comparatively analyse and theorise about the contextual structures contributing to the introduction of post-secondary training programs in universities for individuals with intellectual disabilities.Method Six stages in critical realist explanatory research were followed. They include (1) description, (2) analytical resolution, (3) abduction/theoretical redescription, (4) retroduction, (5) comparison between different theories and abstractions, and (6) concretisation and contextualisation.Results Historical, socio-political, and educational policy structures and mechanisms, indicated three program typologies: program as niche, as a generalisable prototype, and as an evolutionary response to evolving conditions.Conclusions By developing explanations about preconditions, the study draws out nuanced sub-types occurring within a single university-based program, theorises on trajectories for success, and lays the groundwork for future empirical and conceptual development.KEYWORDS: Intellectual disabilityinclusive post-secondary educationhigher educationcritical realism Disclosure statementNo potential conflict of interest was reported by the author(s).Ethics approvalThe study was conducted according to the guidelines of the National Statement on Ethical Conduct in Human Research (National Statement), and approved by the Human Research Ethics Committee (HREC) at Torrens University Australia (HREC-0131).Additional informationFundingThis work was supported by 2019 Laureate Grant for Inter-Institutional Research.","PeriodicalId":51466,"journal":{"name":"Journal of Intellectual & Developmental Disability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134905529","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}
Pub Date : 2023-10-01DOI: 10.3109/13668250.2023.2249276
R. M. Lysaght, N. Bobbette
ABSTRACTBackground Productivity-based wage systems are intended to enhance the labour market participation of people with disabilities. Limited scholarship exists regarding the impact of such policies in practice. This qualitative study explored stakeholder perspectives on the Australian Supported Wage System (SWS), including perceptions of fairness and equity.Methods Document review provided context and background for the study. 14 semi-structured interviews were subsequently conducted with a range of stakeholders with knowledge of the SWS.Results Four primary themes were identified, related to assessment processes, value contributions of the system, practice risks and challenges, and ethical tensions.Conclusions The SWS appears to enhance worker choice and inclusion. A variety of factors may reduce the quality of these outcomes, however, and employment systems should support a range of evidence-informed approaches to ensure equitable employment outcomes.KEYWORDS: supported wageslabour market participationsocial inclusionoccupational justiceintellectual disability Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 Intellectual disability is defined by the National Disability Insurance Scheme (NDIS) in Australia as a condition affecting intellectual skills and adaptive behaviours including the ability to learn, communicate, reason and retain information.Additional informationFundingThis work was supported by Association of Commonwealth Universities: [Grant Number 2018-199-141-008340].
{"title":"The relationship of productivity-based wages to human rights and occupational justice – an exploratory study","authors":"R. M. Lysaght, N. Bobbette","doi":"10.3109/13668250.2023.2249276","DOIUrl":"https://doi.org/10.3109/13668250.2023.2249276","url":null,"abstract":"ABSTRACTBackground Productivity-based wage systems are intended to enhance the labour market participation of people with disabilities. Limited scholarship exists regarding the impact of such policies in practice. This qualitative study explored stakeholder perspectives on the Australian Supported Wage System (SWS), including perceptions of fairness and equity.Methods Document review provided context and background for the study. 14 semi-structured interviews were subsequently conducted with a range of stakeholders with knowledge of the SWS.Results Four primary themes were identified, related to assessment processes, value contributions of the system, practice risks and challenges, and ethical tensions.Conclusions The SWS appears to enhance worker choice and inclusion. A variety of factors may reduce the quality of these outcomes, however, and employment systems should support a range of evidence-informed approaches to ensure equitable employment outcomes.KEYWORDS: supported wageslabour market participationsocial inclusionoccupational justiceintellectual disability Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 Intellectual disability is defined by the National Disability Insurance Scheme (NDIS) in Australia as a condition affecting intellectual skills and adaptive behaviours including the ability to learn, communicate, reason and retain information.Additional informationFundingThis work was supported by Association of Commonwealth Universities: [Grant Number 2018-199-141-008340].","PeriodicalId":51466,"journal":{"name":"Journal of Intellectual & Developmental Disability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135458178","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}
Pub Date : 2023-09-13DOI: 10.3109/13668250.2023.2248401
Robyn A. Wallace
Background The Australian Commission on Safety and Quality in Health Care recommends the development of reasonable adjustments to Comprehensive Care Standard to better suit the needs of people with intellectual disability.
澳大利亚卫生保健安全和质量委员会建议对综合护理标准作出合理调整，以更好地适应智力残疾者的需要。
{"title":"Reasonable adjustments to the application of the comprehensive care standard within an Australian mainstream internal medicine outpatient clinic attended by adults with Down syndrome","authors":"Robyn A. Wallace","doi":"10.3109/13668250.2023.2248401","DOIUrl":"https://doi.org/10.3109/13668250.2023.2248401","url":null,"abstract":"Background The Australian Commission on Safety and Quality in Health Care recommends the development of reasonable adjustments to Comprehensive Care Standard to better suit the needs of people with intellectual disability.","PeriodicalId":51466,"journal":{"name":"Journal of Intellectual & Developmental Disability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135783523","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}
Pub Date : 2023-04-25DOI: 10.3109/13668250.2023.2198345
Lauren Clarke, H. Tabor
ABSTRACT Background There is often very little training during medical school focused on how to provide care to individuals with intellectual disabilities. This curriculum gap results in students reporting low levels of confidence in their ability to care for this population. Methods Medical students attended an interactive, narrative-based session on caring for individuals with intellectual disabilities. Student confidence was assessed through pre- and post-session surveys. Results Students reported low levels of confidence in their overall ability to provide care to people with intellectual disabilities, but this level significantly increased following the course session. Student confidence also increased significantly across all learning objectives. Conclusions The success of this session provides additional support for the importance of including individuals with intellectual disabilities within the medical school curriculum; however, we must continue to advocate for more longitudinal educational opportunities in this field to ensure current and future physicians can provide care to this population.
{"title":"The impact of inclusion: Improving medical student confidence in caring for adults with intellectual disabilities through an interactive, narrative-based session","authors":"Lauren Clarke, H. Tabor","doi":"10.3109/13668250.2023.2198345","DOIUrl":"https://doi.org/10.3109/13668250.2023.2198345","url":null,"abstract":"ABSTRACT\u0000 Background There is often very little training during medical school focused on how to provide care to individuals with intellectual disabilities. This curriculum gap results in students reporting low levels of confidence in their ability to care for this population. Methods Medical students attended an interactive, narrative-based session on caring for individuals with intellectual disabilities. Student confidence was assessed through pre- and post-session surveys. Results Students reported low levels of confidence in their overall ability to provide care to people with intellectual disabilities, but this level significantly increased following the course session. Student confidence also increased significantly across all learning objectives. Conclusions The success of this session provides additional support for the importance of including individuals with intellectual disabilities within the medical school curriculum; however, we must continue to advocate for more longitudinal educational opportunities in this field to ensure current and future physicians can provide care to this population.","PeriodicalId":51466,"journal":{"name":"Journal of Intellectual & Developmental Disability","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47157584","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}
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