scholarly journals A scoping review of the effectiveness of comprehensive sexual education programs for individuals with intellectual and developmental disabilities

2018 ◽  
Vol 60 ◽  
pp. 74-74
Keyword(s):  
Developmental Disabilities ◽  
Scoping Review ◽  
Sexual Education ◽  
Intellectual And Developmental Disabilities ◽  
Education Programs

A Review of the Benefits and Barriers to Postsecondary Education for Students With Intellectual and Developmental Disabilities

2021 ◽  
pp. 002246692110133
Author(s):  
Chung Eun Lee ◽  
Julie Lounds Taylor
Keyword(s):  
Developmental Disabilities ◽  
Postsecondary Education ◽  
Scoping Review ◽  
Reference Lists ◽  
Web Of Science ◽  
Educational Programs ◽  
Intellectual And Developmental Disabilities ◽  
Inclusion Criteria ◽  
Research And Practice ◽  
Program Engagement

Postsecondary educational programs (PSEs) are increasingly an option for students with intellectual and developmental disabilities (IDD). This scoping review synthesized research to understand the impacts of these programs for students with IDD and for campus, and barriers to these programs across stages of engagement (exploration, participation, completion). Studies were identified by searching PubMed, PsycINFO, ERIC, and Web of Science databases and reference lists of included articles. Twenty-one studies met inclusion criteria. Multiple benefits were identified for students with IDD and campus. Persistent barriers across all stages of program engagement included lack of funding and lack of collaboration. Barriers specific to stages included lack of knowledge, options, individualized support, integration into campus, and transportation. Implications for research and practice are discussed.

Humanising health and social care support for people with intellectual and developmental disabilities: Protocol for a scoping review (Preprint)

2021 ◽  
Author(s):  
Madison Milne-Ives ◽  
Rohit Shankar ◽  
Daniel Goodley ◽  
Kristen Lamb ◽  
Richard Laugharne ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Scoping Review ◽  
Social Care ◽  
Care Practice ◽  
Intellectual And Developmental Disabilities ◽  
Eligibility Criteria ◽  
Health And Social Care ◽  
Scoping Reviews ◽  
Care Practices ◽  
Improve Health

BACKGROUND Healthcare is shifting towards a more person-centred model, however, people with intellectual and developmental disabilities can still experience difficulties in accessing equitable healthcare. Given these difficulties, it is important to consider how principles such as empathy and respect can be best incorporated into health and social care practices for people with intellectual and developmental disabilities, to ensure they are receiving humanising and equitable treatment and support. OBJECTIVE The purpose of this scoping review is to provide an overview of the current research landscape and knowledge gaps regarding the development and implementation of interventions based on humanising principles that aim to improve health and social care practices for people with intellectual and developmental disabilities. METHODS The Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) and Population, Intervention, Comparator, Outcome, and Study (PICOS) frameworks will be used to structure the review. Six databases (PubMed, MEDLINE, Embase, CINAHL, PsycInfo, and Web of Science) will be searched for articles published in English in the previous 10 years that describe or evaluate health and social care practice interventions under-pinned by humanising principles of empathy, compassion, dignity, and respect. Two reviewers will collaboratively screen and select references based on the eligibility criteria and extract the data into a predetermined form. A descriptive analysis will be conducted to summarise the results and provide an overview of interventions in three main care areas: health care, social care, and informal social support. RESULTS Results will be included in the scoping review, which will be submitted for publication by December 2021. CONCLUSIONS This scoping review will summarize the state of the field of interventions that are using humanising principles to improve health and social care for adults with intellectual and developmental disabilities.

Family Role in the Development of Self-Determination for Youth With Intellectual and Developmental Disabilities: A Scoping Review

2021 ◽  
Vol 59 (4) ◽  
pp. 315-334
Author(s):  
Evan E. Dean ◽  
Anne V. Kirby ◽  
Mayumi Hagiwara ◽  
Karrie A. Shogren ◽  
Deniz Tekin Ersan ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Scoping Review ◽  
Self Determination ◽  
Future Research ◽  
Knowledge Gap ◽  
Intellectual And Developmental Disabilities ◽  
Family Role ◽  
Research And Practice ◽  
Family Perspectives ◽  
Home Context

Abstract The development of self-determination is promoted by supportive contexts during adolescence; families are a key part of this context. In adolescent populations, research suggests families can support self-determination in a number of ways, yet less is known about how self-determination is promoted within families of youth with intellectual and developmental disabilities (IDD). To address this knowledge gap, we conducted a scoping review to examine the existing evidence pertaining to the role families of youth with IDD play in supporting the development of self-determination. A review of 24 publications revealed that existing research has focused on understanding family perspectives on self-determination, but there is a lack of studies investigating how families provide supports for self-determination in the home context for youth with IDD. Additionally, little intervention work has focused on supporting families to promote self-determination. Based on the findings, implications for future research and practice are provided.

Friendships Through Inclusive Postsecondary Education Programs: Perspectives of Current and Former Students With Intellectual and Developmental Disabilities

2021 ◽  
Vol 59 (6) ◽  
pp. 487-501
Author(s):  
Stephanie Spruit ◽  
Erik W. Carter
Keyword(s):  
Social Networks ◽  
Developmental Disabilities ◽  
Postsecondary Education ◽  
College Experience ◽  
Intellectual And Developmental Disabilities ◽  
Education Programs ◽  
Research And Practice ◽  
Friendship Formation ◽  
Social Lives ◽  
Multiple Meaning

Abstract The formation of friendships is central to the college experience. Yet little is known about the relationships young adults with intellectual and developmental disabilities form through their inclusive postsecondary education programs or maintain after graduation. We interviewed 12 current students and alumni about their social networks and their views regarding friendships. Participants shared their perspectives on the multiple meaning of friendship, the size and composition of their social networks, and the areas in which college has positively impacted their social lives. We offer recommendations for research and practice aimed at understanding and enhancing friendship formation within the inclusive higher education movement.

Sign in / Sign up

Export Citation Format

Share Document