scholarly journals Living at the Friendship House: Findings from the Transition Planning Inventory

2014 ◽  
Vol 1 (1) ◽  
pp. 36
Author(s):  
Jane Finn ◽  
Vicki-Lynn Holmes ◽  
Rebecca Johnson
Keyword(s):  
High School ◽  
Intellectual Disabilities ◽  
Transition Planning ◽  
School Transition ◽  
University Campus ◽  
Skill Sets ◽  
Qualitative Finding ◽  
People With Intellectual Disabilities ◽  
Transition Planning Inventory ◽  
Individuals With Intellectual Disabilities

<p><em>A residential initiative, named the Friendship House, was created through advocates focused on helping people with intellectual disabilities live independently in affordable and safe housing on a university campus. The Friendship House is a small residence hall where individuals with intellectual disabilities live side-by-side with similarly aged and same gendered university students. Qualitative finding as in resident reports and observational data provides support that the Friendship House experience has been successful. However, to better equip these residents with intellectual disabilities, it is important to assess the program in terms of post school transition acquisition skills. This study focuses on whether the residents with intellectual disabilities are mastering the skills necessary to live successful lives after high school. Hence, the purpose of this quantitative study is to determine the effect of living in the Friendship House on the acquired transition skills (as measured by the nine Transition Planning Inventory skill sets) on individuals with intellectual disabilities. </em></p>

Commentary on “A family’s battle to understand ‘challenging behaviour’”

2017 ◽  
Vol 22 (2) ◽  
pp. 105-108
Author(s):  
Joann Kiernan
Keyword(s):  
Intellectual Disabilities ◽  
Design Methodology ◽  
Local Communities ◽  
Challenging Behaviour ◽  
Content Type ◽  
People With Intellectual Disabilities ◽  
Individuals With Intellectual Disabilities

Purpose The purpose of this paper is to provide a commentary on issues raised in the paper “A family’s battle to understand ‘challenging behaviour’”. Design/methodology/approach Drawing on literature associated with issues identified in the paper this commentary will reflect on the evidence associated with providing specialist support to people with intellectual disabilities and challenging behaviour. Findings Families, individuals and services are unable to access timely and appropriate specialist support for individuals with intellectual disabilities and challenging behaviour. As individuals go on to develop behaviours associated with a lack of intervention their levels of vulnerability increase due to their exclusion from services and their local communities. Originality/value The commentary provides a discussion on the issues faced by individuals and their families in relation to intellectual disabilities and challenging behaviour.

Stereotypes of people with intellectual disabilities in the perception of high school students

2020 ◽  
Vol 50 (4) ◽  
pp. 39-57
Author(s):  
Zdzisław Kazanowski
Keyword(s):  
High School ◽  
High School Students ◽  
Intellectual Disabilities ◽  
Important Variable ◽  
Research Tool ◽  
Survey Method ◽  
School Students ◽  
Men And Women ◽  
Mental Handicap ◽  
People With Intellectual Disabilities

The article presents the results of the analysis of differences between men and women in terms of the intensity of stereotypical beliefs about people with intellectual disabilities. In the research, a diagnostic survey method was used, and in the construction of the research tool the Questionnaire of Stereotypical Perception of a Person with Mental Handicap (KSPOUU) by Maria Chodkowska and Beata Szabała (Osoby z upośledzeniem umysłowym w stereotypowym postrzeganiu społecznym, 2012) was used. The research involved 394 students, including 258 women (65.48%) and 136 men (34.52%) attending grades I, II or III of high school. As a result of the analyses carried out, it was found that although the level of intensity of stereotypes in the examined group was not high, they were not strongly rejected either. In addition, it turned out that the results obtained by women suggest that their beliefs about people with intellectual disabilities are less burdened with stereotypes than the beliefs of men. Research has confirmed that gender can be an important variable in analysing the perception of people with intellectual disabilities.

“Can I Work Here?”: Employment Barriers for Individuals with Intellectual Disabilities in Greece

2021 ◽  
Vol 9 (4) ◽  
pp. 354-362
Author(s):  
Eleni Rachanioti ◽  
◽  
Stergiani Giaouri ◽  
Eleni Laskaraki ◽  
Anastasia Alevriadou
Keyword(s):  
Intellectual Disabilities ◽  
Independent Living ◽  
Social Inclusion ◽  
Work Capacity ◽  
The European Union ◽  
Persons With Disabilities ◽  
Positive Effects ◽  
People With Intellectual Disabilities ◽  
Human Rights Based Approach ◽  
Individuals With Intellectual Disabilities

Research evidence has shown that employment is crucial and purposeful for people with intellectual disabilities, promoting positive effects associated with independent living and social inclusion. Notwithstanding, people with intellectual disabilities find it particularly difficult to accomplish successful employment. They face discrimination, and they are considered to lack work capacity. The extremely marginal position of people with intellectual disabilities in the labor market appears to prevail across national settings. Over the last 35 years, there has been an improvement in the vocational inclusion of individuals with intellectual disabilities in Greece, with the legislation embracing the human rights-based approach to disability. Nevertheless, the challenge of accomplishing full participation and equality in employment for people with intellectual disabilities still remains huge in Greece. Their participation rates in the Greek labour market are significantly lower than in the rest of the European Union. This article illustrates the employment provisions for individuals with intellectual disabilities in Greece. Additionally, it presents the current implemented models of their occupational inclusion while critically discussing the convention's pursuance on the Rights of Persons with Disabilities in the Greek context.

Impact of Additional Disabilities on Adaptive Behavior and Support Profiles for People With Intellectual Disabilities

2009 ◽  
Vol 114 (4) ◽  
pp. 237-253 ◽  
Author(s):  
Julia Harries ◽  
Roma Guscia ◽  
Ted Nettelbeck ◽  
Neil Kirby
Keyword(s):  
Intellectual Disabilities ◽  
Adaptive Functioning ◽  
Challenging Behaviors ◽  
Multiple Disabilities ◽  
Support Needs ◽  
Models Of Disability ◽  
High Incidence ◽  
Need For Support ◽  
People With Intellectual Disabilities ◽  
Individuals With Intellectual Disabilities

Abstract Numerous researchers have reported a high incidence of additional disabilities coexisting with intellectual disabilities. Although an intuitive link can be made between the existence of multiple disabilities and greater need for support, little has been reported about this relationship. Using measures of adaptive functioning and support needs, we examined the extent to which adaptive and challenging behaviors and consequent support needs (including medical) were impacted by the presence and severity of additional disabilities for individuals with intellectual disabilities. Results show that adaptive behaviors and support needs were meaningfully related to the number and severity of additional disabilities present, whereas this was not so for challenging behaviors. Findings are discussed in terms of contemporary models of disability and functioning.

scholarly journals СТАВОВИ МАТУРАНАТА ПРЕМА СОЦИЈАЛНОЈ ИНТЕГРАЦИЈИ ОСОБА СА ИНТЕЛЕКТУАЛНОМ ОМЕТЕНОШЋУ

TEME ◽  
2018 ◽  
pp. 017
Author(s):  
Марија Мирослав Цвијетић
Keyword(s):  
High School ◽  
Intellectual Disability ◽  
Social Integration ◽  
Intellectual Disabilities ◽  
High School Graduates ◽  
Close Contact ◽  
People With Disabilities ◽  
Previous Experience ◽  
Persons With Disabilities ◽  
People With Intellectual Disabilities

The aim of this study was to determine the direction and intensity of high school graduates’ attitudes towards social integration of persons with intellectual disability and examine correlation between certain characteristics of the subjects and their attitudes. The sample consisted of 95 high school graduates from ˮDušan Vasiljevˮ secondary school in Kikinda. The direction and intensity of attitudes was examined by the Community Living Attitudes Scale – Mental Retardation Form (CLAS-MR; Henry, Keys, Jopp, & Balcazar, 1996), while the data related to race, gender, previous experience of contact with people with disabilities and interests of career dealing with this population were obtained through the questionnaire for testing socio-demographic variables constructed for this survey.The results showed that the attitudes of graduates towards social integration of people with intellectual disability are positive on the scale in general, and three of the four domains of the applied instrument. Our respondents expressed a positive attitude towards the empowerment of these people, their involvement in the community's activities and experiencing these people to themselves. The respondents expressed a negative attitude through the perceived need of people with intellectual disabilities to be placed in protected living and working conditions, beyond the wider community. Connection between the attitudes to gender, previous experience of contact, close contact with people with disabilities and interest for professional work with persons with disabilities was not established.Bearing in mind the presumption about the influence of attitudes towards the behavior of a particular social group, the knowledge of attitudes and their determinants in young people towards this population, on the threshold of their entry into adulthood, can provide useful guidance for planning and implementing practical procedures with the aim of a higher quality integration of people with intellectual disabilities into the community in the future.

Physical Activity and Nutrition Health Promotion Interventions: What is Working for People With Intellectual Disabilities?

2011 ◽  
Vol 49 (1) ◽  
pp. 26-36 ◽  
Author(s):  
Tamar Heller ◽  
Jeffrey A. McCubbin ◽  
Charles Drum ◽  
Jana Peterson
Keyword(s):  
Physical Activity ◽  
Health Promotion ◽  
Intellectual Disabilities ◽  
Community Based ◽  
Comprehensive Health ◽  
People With Intellectual Disabilities ◽  
Adults With Intellectual Disabilities ◽  
Health Promotion Interventions ◽  
Psychosocial Benefits ◽  
Individuals With Intellectual Disabilities

Abstract A scoping review of studies on physical activity and nutrition health promotion interventions for individuals with intellectual disabilities was conducted. Searches included MEDLINE, PsycINFO, and CINAHL databases from 1986 through July 2006. The final number included 11 articles comprising 12 studies. Generally, this review indicated some evidence for fitness and psychosocial benefits of community-based physical activity and exercise programs for adults with intellectual disabilities. When combined with a more comprehensive health behavior education program incorporating exercise and nutrition information, some evidence exists for reductions in weight.

scholarly journals Evidences of an Implemented Training Program in Consensual and Responsible Sexual Relations for People with Intellectual Disabilities

2021 ◽  
Vol 18 (5) ◽  
pp. 2323
Author(s):  
Belén Gutiérrez-Bermejo ◽  
Noelia Flores ◽  
Pedro J. Amor ◽  
Cristina Jenaro
Keyword(s):  
Intellectual Disabilities ◽  
Intervention Program ◽  
Sexual Relations ◽  
Positive Attitudes ◽  
People With Intellectual Disabilities ◽  
Adults With Intellectual Disabilities ◽  
Difficulty Index ◽  
Post Assessment ◽  
Made In ◽  
Individuals With Intellectual Disabilities

(1) Background: While there is a growing awareness of the rights of individuals with intellectual disabilities, very limited progress has been made in supporting these people to create and maintain intimate and personal relationships. (2) Methods: This paper reports the results from a program aimed at promoting responsible and consensual sexual relations of adults with intellectual disabilities. Of the 44 participants, 31.8% were women and 68.2% were men aged 22 to 67 years. Pre and post measurements regarding the attitudes toward sexual relations were taken, and difficulty and discrimination indexes were calculated. (3) Results: Statistically significant improvements were identified in the overall measurements, as were they for the domains of privacy, safety, and respect. The difficulty index changed from 0.67 to 0.79 in a pre-post assessment, denoting more positive attitudes. This and other results support the relevance and usefulness of the intervention program and encourage further intervention efforts.

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