Producing Self-advocacy Videos Through a Process of Collaborative Action Research with Adults Living with Intellectual Disabilities

Davidson, Ann-Louise

doi:10.18848/1447-9494/cgp/v16i09/46563

Cited by 2 publications

(4 citation statements)

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“…Over the past decade, I have worked with populations with ID to help them speak up for themselves (Davidson, Leblanc, Leno, Clément, Godbout, Moldoveannu, Payeur, & Turcotte, 2004;Leblanc, et al, 2008;Davidson, 2009aDavidson, , 2009b) and develop what they call "selfadvocacy videos" (Corona et al, 2014;Davidson, 2009c;Davidson, Smith, & Naffi Abou Khalil, 2011). Typically, these videos are co-created and co-edited and participants make their own decisions as to which message they want to send, what they want the video to look like and where they want it disseminated.…”

Section: Video-based Interventions For People With Idmentioning

confidence: 99%

“…The videos were created in-house to meet the needs of the participants as stated by their intervenors, a process that I validated in an earlier study (Davidson et al, 2011). After using the videos for a period of ten weeks, I conducted a focus group during which most of the participants deemed the videos to be useful, and made suggestions for improvement.…”

Section: Mobile Technologies For People With Idmentioning

confidence: 99%

“…Such focus groups were deemed successful with this population several times (Davidson, 2009a(Davidson, , 2009b(Davidson, , 20102012;Davidson et al, 2004;Davidson et al, 2011;Leblanc et al, 2008). One of the projects I conducted with participants from LiveWorkPlay has been identified as the only project of its kind in Canada by a group of researchers who published a meta-synthesis of action research involving people living with ID worldwide (Stack & McDonald, 2014).…”

Section: Description Of Procedures and Data Analysismentioning

confidence: 99%

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A Collaborative Action Research about Making Self-Advocacy Videos with People with Intellectual Disabilities

Davidson

2015

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This article presents the results of a collaborative action research conducted with people living with intellectual disabilities (ID) who were going through a community integration process. To be successfully integrated into a community, they need to develop basic life skills as much as they need to learn to use mobile technologies for authentic interactions (Davidson, 2012) and to be self-advocates online (Davidson, 2009a). This study used the Capability Approach pioneered by Sen (1992) and Nussbaum (2000), which focusses on what people can do rather than on their deficiencies. I recruited a group of eight people with ID who wished to set goals, engage in developing new capabilities, share their goals and act as models for others with ID who want to learn to live on their own. In this article, I examine the process of developing self-advocacy videos with mobile technologies using the Capability Approach and I analyze the inventory of capabilities collected through this study. I provide recommendations for intervention through mobile technologies with the long term-goal of helping people with ID to become contributing citizens. I discuss the innovative action research methodology I used to help people with ID become self-advocates and take control of the messages they give through producing their own digital resources.

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Section: Video-based Interventions For People With Idmentioning

confidence: 99%

Section: Mobile Technologies For People With Idmentioning

confidence: 99%

Section: Description Of Procedures and Data Analysismentioning

confidence: 99%

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A Collaborative Action Research about Making Self-Advocacy Videos with People with Intellectual Disabilities

Davidson

2015

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“…Using the capabilities approach shifts the dialogue around adults living with an ID from one of deficiency and dependency to one of empowerment, enabling them to make their own life choices and decisions by helping them to access the tools they need to reach their goals. Project Capabilities builds on 10 years of research with people with intellectual disabilities, which has relied on collaborative action research to help this population become better integrated into their communities (Davidson, 2009a(Davidson, , 2009b(Davidson, , 2009cDavidson, 2012;Davidson, Leblanc, Leno, Clément, Godbout, et al, 2004;Leblanc, Paruthi, Davidson, Clément, Godbout, et al, 2008).…”

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Project Capabilities and Adults With Intellectual Disabilities: Towards Effective Interviewing for a Better Social Participation

Corona¹,

Hannum²,

Davidson³

2014

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This practice-based paper presents a series of tips and techniques for interviewing for a better social participation. While we worked on Project Capabilities, we learned valuable lessons we wished to share with practitioners and researchers who work within an inclusive perspective. We argue that qualitative interviewing requires skillful means that are not always an integral part of research preparation, and we share tips and techniques that we developed throughout the process. As we collected the qualitative data through one-on-one interviews, and taught participants to selffilm using iPads, we found that traditional interviewing techniques were too rigid to engage with people living with an intellectual disability. Instead, we used a blend of motivational interviewing and collaborative inquiry techniques, and built rapport with the participants through online social networking. Mobile technologies were also used to build rapport, empowering participants and allowing non-intrusive filming of interviews.

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Producing Self-advocacy Videos Through a Process of Collaborative Action Research with Adults Living with Intellectual Disabilities

Cited by 2 publications

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A Collaborative Action Research about Making Self-Advocacy Videos with People with Intellectual Disabilities

A Collaborative Action Research about Making Self-Advocacy Videos with People with Intellectual Disabilities

Project Capabilities and Adults With Intellectual Disabilities: Towards Effective Interviewing for a Better Social Participation

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