“She's been involved in everything as far as I can see”: Supporting the active participation of people with intellectual disability in community groups

Abstract

Background The social processes that operate in community groups need to be better understood if people with intellectual disability are to be included in such groups. This study aimed to identify the nature and impact of the group processes on the active participation of people with intellectual disability. Method Extensive field notes were taken during 2 years of participant observation whereby 5 people with a moderate level of impairment were supported to participate as individuals in community groups for periods of 5 to 10 months. Analysis used a critical realist approach. Results Active participation was influenced by the interaction of 5 key social processes: leadership response, characteristics of the participants with intellectual disability, access to expertise, the presence of an integrating activity, and dealing with the difference dilemma. Conclusions By revealing these processes, the study identified a number of interventions and ways of approaching community groups that have the potential to increase the extent to which people with moderate levels of impairment become active participants.

A Transformative Framework for Deinstitutionalisation

“…A greater focus on community inclusion could be founded on person-centred planning that builds on valued relationships and activities from before the transition and recognises frequent interaction with the local community as a priority for social participation (Craig & Bigby, 2014;Mansell, Beadle-Brown, & Bigby, 2013). A further key for community inclusion is raising awareness about disability inclusion in the wider community, which may need targeted activities related to closures to change community attitudes (Thompson, Fisher, Purcal, Deeming, & Sawrikar, 2011).…”

“…Isolation, lack of autonomy, and continued congregate living militated against community inclusion for many people at Casuarina Grove. While a wealth of successful experiences of people with a full range of support needs are well documented in the literature (Beadle-Brown, Mansell, & Kozma, 2007;Craig & Bigby, 2014), the persistence of barriers such as these, particularly for people leaving institutions, needs to be addressed (Mansell, Beadle-Brown, & Bigby, 2013).…”

Identifying conceptualizations and theories of change embedded in interventions to facilitate community participation for people with intellectual disability: A scoping review

“…Aimed to expand social networks as well as promote healthy relationships, they were developed in Alaska to "teach the social skills needed to develop healthy, meaningful relationships and to prevent violence in dating and partnered relationships" (Ward et al, 2012, p. 22). This programme's conceptualization of community participation was based on the notion that within a disability support programme, or other less segregated settings, establishing, supporting and developing relationships between peers with intellectual disability is the key to expanding the social networks of individuals, and increasing their Craig and Bigby (2015) The strategies employed to facilitate participation were described in the action research project reported by Craig and Bigby (2015).…”

“…In two of the five case studies described by Craig and Bigby (2015), the participant was judged to be actively participating, regarded as an equal and a welcomed member of the group. These authors identified five influential social processes in these cases: positive leadership response to inclusion; participants with intellectual disability who had friendly dispositions and relatively good social skills; acceptance by the group of advice about including a person with disability; the existence of an integrating activity, and flexibility and capacity to deal with difference among members (see Craig, 2013 for further details).…”

Tackling the Ambivalence: Commentary on Building Relationships between Adults with Intellectual Disabilities and Community Members: Strategies, Art, and Policy (Amado, 2014)

“…Indeed, research has shown that for participants with intellectual disabilities, participation in the community does involve leaving protected environments and that there are increased risks associated with this in terms of personal safety and possible rejection by people in the community (Craig, 2013;Tideman, 2012). For example, in my own recent PhD research (Craig & Bigby, in press), risks to personal safety were clearly evident from the experiences of participants with intellectual disabilities who took part in activities at a community kitchen, men's shed, and a cooking group.…”