scholarly journals ‘Even a Self-Advocate Needs to Buy Milk’ – Economic Barriers to Self-Advocacy in the Autism and Intellectual Disability Movement

2021 ◽  
Vol 23 (1) ◽  
pp. 180-191
Author(s):  
Gabor Petri ◽  
Julie Beadle-Brown ◽  
Jill Bradshaw
Keyword(s):  
Intellectual Disability ◽  
Self Advocacy ◽  
Economic Barriers ◽  
Disability Movement

“I'm Supposed to Be In Charge”: Self-Advocates' Perspectives on Their Self-Determination Support Needs

2011 ◽  
Vol 49 (5) ◽  
pp. 327-340 ◽  
Author(s):  
Stacy L Nonnemacher ◽  
Linda M Bambara
Keyword(s):  
Intellectual Disability ◽  
Social Influences ◽  
Social Supports ◽  
Qualitative Interview ◽  
Support Staff ◽  
Self Determination ◽  
Support Needs ◽  
Advocacy Group ◽  
Self Advocacy ◽  
Qualitative Interview Study

Abstract In this qualitative interview study, we explored the perceptions of adults with intellectual disability regarding interpersonal or social supports needed to express their own self-determination. Specifically, 10 adults, all members of a self-advocacy group, were asked to discuss their understanding of the term self-determination and ways in which support staff have either supported or inhibited their self-determination. Ten themes characterizing supportive and impeding staff actions were identified. The need for greater exploration of environmental and social influences on self-determination is emphasized.

Intellectual disability in Hong Kong: then and now

2019 ◽  
pp. 99-112
Author(s):  
Phyllis King Shui Wong
Keyword(s):  
Twentieth Century ◽  
Hong Kong ◽  
Intellectual Disability ◽  
Historical Perspective ◽  
Special Administrative Region ◽  
Policy And Practice ◽  
Self Advocacy ◽  
Republic Of China ◽  
British Colony ◽  
People With Intellectual Disabilities

This chapter explores policy and practice in Hong Kong, and their impact on people with intellectual disabilities and their families. From a historical perspective, this development has consisted of three phases. Hong Kong, the world’s most populated area, remained a British colony until 1997, when it became a special administrative region of the People’s Republic of China. Early service provision began in the 1970s. This was followed by a so-called ‘golden period’ in the 1990s when it seemed that a new age of rights and family- and self-advocacy was dawning. From around the end of the twentieth century a worrying period of minimal progress and stagnation has threatened to submerge earlier gains. Life-stories reflect this trajectory from defiance and struggle in the early days, through the euphoria of progress and change, to the present state of anxiety as victory seems to appear in danger of receding.

scholarly journals Advancing the Curriculum for Young People who have an Intellectual Disability. Advocacy in Health: A Pilot Study

2008 ◽  
Vol 32 (2) ◽  
pp. 177-186 ◽  
Author(s):  
Suzanne Carrington ◽  
Nick Lennox
Keyword(s):  
Intellectual Disability ◽  
Pilot Study ◽  
Young People ◽  
Independent Living ◽  
Well Being ◽  
School Curriculum ◽  
Health Needs ◽  
Self Advocacy ◽  
Reported Data ◽  
Health Diary

This article reports on the pilot work for a collaborative National Health and Medical Research Council project in Australia involving education and health professionals to improve the health and well-being of young people who have an intellectual disability. The pilot study was a qualitative exploration of teacher experiences using a health diary as part of the special education curriculum over a six-month period. The research questions were: (1) How did teachers include health-related matters in the curriculum before use of the Ask Health Diary?; and (2) How did teachers and students use the Ask Health Diary as a component of the school curriculum and what were the benefits? The Ask Health Diary was used to introduce students to the concept of self-advocacy in relation to their health needs and provide practical strategies for supporting students’ learning about self-advocacy in relation to their health. The reported data indicates that the Ask Health Diary was a popular resource for students and teachers and raised awareness of the importance of developing the communication skills and independent living abilities necessary for young people to advocate for their own health needs. The pilot study indicates that there is merit in including the diary in a health-based school curriculum for adolescents who have an intellectual disability.

Building access for people with intellectual disability, dubious past, uncertain future

Facilities ◽  
2014 ◽  
Vol 32 (11/12) ◽  
pp. 675-684
Author(s):  
Lindsay Castell
Keyword(s):  
Intellectual Disability ◽  
Building Design ◽  
Current Status ◽  
Self Advocacy ◽  
Content Type ◽  
Literature Searches ◽  
Uncertain Future ◽  
Historical Treatment ◽  
Practical Implications ◽  
Unpublished Research

Purpose – The purpose of this paper is to report on the under-representation of people with intellectual disability (ID) in Australian building guidelines. It presents a view about causes of this under-representation and offers opinion about the current status and future actions required to redress the situation. Design/methodology/approach – Electronic databases were searched to determine the extent of research about building access by people with ID and for references to both the historical treatment of people with ID and the nature of ID itself. Findings – The paper suggests the recently released Disability (Access to Premises) Standards and associated building code give no specific attention to the needs of people with ID. It suggests that poor historical treatment combined with difficulties with self-advocacy may have contributed to the lack of attention given to the needs of this building user group. It also suggests the need for evidence-based research to identify and substantiate inclusion of their needs in future building regulation. Research limitations/implications – There may be unpublished research and/or discussion covering the topic not retrievable through literature searches. Practical implications – While much has been written about adjustments to provide access for people with physical and sensory disabilities, more attention needs to be paid to the needs of those with ID to avoid inequities in building design. Originality/value – There is limited reference to building access for people with ID in literature and legislation. This paper adds to the literature and raises awareness of the ongoing need for greater inclusion.

scholarly journals Self-Advocates with Intellectual Disability about Their Work as Social Educators – a Qualitative Polish Study

2021 ◽  
Vol 10 (1) ◽  
pp. 1
Author(s):  
Iwona Nowakowska ◽  
Ewa Pisula
Keyword(s):  
Intellectual Disability ◽  
Interpretative Phenomenological Analysis ◽  
Public Awareness ◽  
Theoretical Models ◽  
Mild Intellectual Disability ◽  
Self Advocacy ◽  
Individual Interviews ◽  
Disability Awareness ◽  
The Social ◽  
Polish Study

The paper presents the opinions of self-advocates with mild intellectual disability about their work as social educators – public self-advocates raising disability awareness. Six semi-structured individual interviews were conducted. Data was analyzed within the framework of Interpretative Phenomenological Analysis. The themes which emerged from the interviews comprise: the motives of educators to work as self-advocates, opportunities to gain new skills and to raise public awareness about disability given by this activity, the difficulties they experience being social educators and ways to overcome them, the meaning of self-advocacy in their lives as well as the readiness to recommend this work to other people with disability. The gathered data suggests that, according to the self-advocates, being a social educator enhances the social status of self-advocates. It also provides an opportunity to develop skills, new social roles and sometimes positive identities, which is in line with the assumptions of the theoretical models of self-advocacy.

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