From Social Exclusion to Supported Inclusion: Adults with Intellectual Disability Discuss Their Lived Experiences of a Structured Social Group

Wilson, Nathan J.; Jaques, Hayden; Johnson, Amanda; Brotherton, Michelle

doi:10.1111/jar.12275

Cited by 88 publications

(78 citation statements)

References 27 publications

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“…In addition, though, what is needed is a willingness to accept and include people with IDs at community and societal level. As Cummins and Lau () and others have noted, achieving physical inclusion in local communities and wider society is important but not sufficient to achieving acceptance and meaningful social inclusion for children and adults with IDs (Merrells, Buchanan, & Waters, ; Van Asselt, Buchanan, & Peterson, ; Wilson, Jaques, Johnson, & Brotherton, ). Few comparative global data are available to judge what attitudes are commonly held toward people with IDs, to what extent prejudice and discrimination continue to pose major challenges, or what is being done to challenge stigma associated with ID in line with the CRPD Article 8.…”

Section: Introductionmentioning

confidence: 99%

Intellectual disability stigma and initiatives to challenge it and promote inclusion around the globe

Scior

Hamid

Hastings

et al. 2020

Policy Practice Intel Disabi

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There is a dearth of studies that have examined the attitudes of society toward people with intellectual disabilities (IDs) on a global scale. This study set out to gauge the extent to which ID continues to be stigmatized and to which initiatives are in place to increase their inclusion and tackle stigma around the globe. Data were collected using a web survey from 667 experts and organizations in the (intellectual) disability field pertaining to 88 countries and covering all world regions. Information about the study was disseminated by four multinational disability organizations, and the survey was available in five languages. Findings and responses indicated that the general public in many parts of the world broadly support the fundamental principle of inclusion of children and adults with IDs, yet negative attitudes persist. High levels of stigma and denial of fundamental rights still appeared a reality in many places. Initiatives to tackle stigma appeared patchy and least in evidence where they were most needed. In many parts of the world the life chances of people with IDs often appear still very poor, and support and advocacy almost entirely their families' responsibility. More needs to be done globally to reduce the stigma associated with ID and to promote active engagement and regular social interactions between persons with IDs and their fellow citizens without IDs.

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Section: Introductionmentioning

confidence: 99%

Intellectual disability stigma and initiatives to challenge it and promote inclusion around the globe

Scior

Hamid

Hastings

et al. 2020

Policy Practice Intel Disabi

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“…Only 2 out of every 100 children with disabilities receive schooling in developing countries (Cramm et al 2013 ; Du Plessis 2013 ). Compared to the general population and other disability groups, PWID are more often unemployed or underemployed because of low expectations of competence (‘they’ can’t do much) and high expectations of problems (‘they’ are difficult to work with) (Carvalho-Freitas & Stathi 2017 ; Merrells, Buchanana & Waters 2017 ; WHO 2011 ; Wilson et al 2017 ).…”

Section: Introductionmentioning

confidence: 99%

Intellectual disability rights and inclusive citizenship in South Africa: What can a scoping review tell us?

et al. 2018

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BackgroundIntellectual disability (ID) is the most prevalent disability in the world. People with intellectual disability (PWID) frequently experience extreme violations of numerous human rights. Despite greater prevalence in South Africa than in high-income countries, most ID research currently comes from the Global North. This leaves us with few contextually sensitive studies to draw from to advance inclusive citizenship.ObjectivesOur scoping review aims to investigate pertinent ID rights issues in South Africa, synthesise quantitative and qualitative studies, and provide a synopsis of available evidence on which to base future work. We aim to clarify key concepts, address gaps in the literature and identify opportunities for further research.MethodWe followed strict eligibility criteria. Medical subject heading terms were entered into seven databases. Seven reviewers worked independently, two per paper. Quantitative and qualitative data extraction forms were designed. We followed Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines and registered a protocol. An inductive approach enabled a thematic analysis of selected studies.ResultsBy following PRISMA guidelines, 82 studies were assessed for eligibility of which 59 were included. Ten sub-themes were integrated into four main themes: the right not to be discriminated against, the right to psychological and bodily integrity, the right to accommodating services and challenges to rights implementation.ConclusionPeople with intellectual disability face compound difficulties when trying to assert their constitutionally entitled rights. This ongoing project requires serious commitment and action. Statutory obligations to nurture every South African’s human rights naturally extend to PWID and their supporters who forge ahead in a disabling environment.

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“…The degree of ID plays an important role in a person's ability to participate in society, and the right support can help them transition from social exclusion to supported inclusion and improve their quality of life (Antonsson, 2013;Felce & Emerson, 2001;Mansell & Beadle-Brown, 2012;Wilson, Jaques, Johnson, & Brotherton, 2017). Unlike people with mild ID, people with moderate-to-severe ID have a greater need for support and services from the society (Grey, Totsika, & Hastings, 2018;Sauer et al, 2013).…”

Section: Intellectual Disabilitiesmentioning

confidence: 99%

Employees' experiences of education and knowledge in intellectual disability practice

Olsson

Gustafsson

2020

Policy Practice Intel Disabi

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Background The value of support, service, and care in intellectual disability (ID) practice is linked to the competence of the professional caregivers. The quality of work is affected by the level of education of healthcare employees involved. Specific Aims This study aimed to collect data on how employees perceive their education and training in ID practice and how educational programs prepare them for their working environment. Methods We used a quantitative approach to investigate how employees reflect on their knowledge about ID and other disabilities and the sources of such knowledge. A total of 262 employees engaged in ID practice completed an online survey. Findings The results indicated that education significantly influenced the participants' knowledge level, and highly specific education (i.e., workplace training) can substitute for work experience in ID practice. The authors conclude that all workplaces should examine their employees' skills regularly from the viewpoint of fulfilling the needs of people with ID. Discussion Based on the results, it can be concluded that employees in ID practice need specific knowledge through workplace training (i.e., through hands‐on practice at the workplace). Competence development in the form of workplace training is needed to upskill the staff and possibly increases employees' participation at work.

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From Social Exclusion to Supported Inclusion: Adults with Intellectual Disability Discuss Their Lived Experiences of a Structured Social Group

Cited by 88 publications

References 27 publications

Intellectual disability stigma and initiatives to challenge it and promote inclusion around the globe

Intellectual disability stigma and initiatives to challenge it and promote inclusion around the globe

Intellectual disability rights and inclusive citizenship in South Africa: What can a scoping review tell us?

Employees' experiences of education and knowledge in intellectual disability practice

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