This case study focuses on development and community coordination of AIDS-related services and on coalition building. Its subject is the Worcester (Massachusetts) AIDS Consortium. The objectives are to: (1) describe the environmental conditions and pre-existing networks which facilitated the formation of the Worcester AIDS Consortium; (2) articulate processes which occurred during the formative, organizational and operational phases of the Worcester AIDS Consortium's development; (3) explore social and community goals and Consortium activities; and (4) document Consortium accomplishments. Data were collected through key informant interviews and review of archival materials. Information about the Worcester AIDS Consortium experience is compared with concepts and principles suggested by organizational theories and frameworks.
The ULTrA program had beneficial effects for adults with CP and is safe and convenient to use. This system contrasts sharply with programs with similar intent that require participant travel and hours of therapist-based intervention.
Accessible summary
People with intellectual disability have a right to have a say in how they want to live
Information about the importance of healthy eating and drinking can be difficult to understand
People with intellectual disability co‐produced an educational module around healthy eating and drinking and were actively involved in deciding what they wanted to learn about and planning how they would like to learn
This project helped people with intellectual disability to understand and make choices around their diet
Abstract
Background
People with intellectual disability have a right to be involved in and make decisions that affect them. This paper presents a health promotion initiative that was co‐produced with people with intellectual disability called Don't Mention the Diet! Evidence suggests this group experience challenges related to health literacy. Further, health promotion materials can be inaccessible. This project demonstrates how active involvement of people with intellectual disability in the design and provision of appropriate educational supports can assist them to make informed decisions about their diets and lifestyle.
Methods
A collaborative patient and public involvement approach was adopted to ensure the development of a health promotion module that addressed the specific learning needs and knowledge gaps of students with intellectual disability in relation to diet and its impact on well‐being. An 8‐month module with a double‐helix structure intertwining educational and personal development elements was designed.
Outcomes
Students who completed the module enjoyed its person‐centred and interactive approach. Equipped with information about the benefits of diet, exercise and other health‐related behaviours, they were empowered to make informed decisions on whether or not to adopt a healthy lifestyle.
Conclusions
The education of students with intellectual disability was supported by tailoring the teaching methods to meet their learning abilities. Further, the inclusion of co‐designers with intellectual disability was key to ensuring the successful module design and delivery. Listening to the self‐identified health education needs and responding collaboratively resulted in an educational initiative that met student's needs.
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