Supporting the sexuality of the intellectually disabled: How institutional change and vocational training can help

Sexologies ◽  
2014 ◽  
Vol 23 (4) ◽  
pp. e103-e107
Author(s):  
J.-S. Ménoreau ◽  
A. Dupras
2021 ◽  
Vol 10 (1) ◽  
pp. 24-28
Author(s):  
Dávid Hajdú

Abstract The present study presents adult education institutions and participants in adult education at the national level, highlighting the Borsod-Abaúj-Zemplén County. It shows the decrease in the number of tasks and the change in the types of maintainers, the decreasing trend of the number of privately maintained institutions and the number of students. Thanks to public interventions, private-run institutions have completely shrunk in the last 7 years due to support for training. Private institutions receive little or no state support for the teaching of the professions listed in the National Training Register, which means that students can only study in private schools for a fee. This decision resulted in the dissolution of most privately maintained institutions, their merging into local Vocational Training Centres or church institutions. The main goal of the research was to get a realistic picture of the causes of institutional change.


2017 ◽  
Vol 56 (02) ◽  
pp. 162-170 ◽  
Author(s):  
Ariel von Barnekow ◽  
Núria Bonet-Codina ◽  
Dani Tost

SummaryObjective: To investigate if 3D gamified simulations can be valid vocational training tools for persons with intellectual disability.Methods: A 3D gamified simulation composed by a set of training tasks for cleaning in hostelry was developed in collaboration with professionals of a real hostel and pedagogues of a special needs school. The learning objectives focus on the acquisition of vocabulary skills, work procedures, social abilities and risk prevention. Several accessibility features were developed to make the tasks easy to do from a technological point-of-view. A pilot experiment was conducted to test the pedagogical efficacy of this tool on intellectually disabled workers and students.Results: User scores in the gamified simulation follow a curve of increasing progression. When confronted with reality, they recognized the scenario and tried to reproduce what they had learned in the simulation. Finally, they were interested in the tool, they showed a strong feeling of immersion and engagement, and they reported having fun.Conclusions: On the basis of this experiment we believe that 3D gamified simulations can be efficient tools to train social and professional skills of persons with intellectual disabilities contributing thus to foster their social inclusion through work.


2013 ◽  
Vol 59 (3) ◽  
pp. 291-312 ◽  
Author(s):  
Marius R. Busemeyer ◽  
Christine Trampusch

This article argues that tiro core domains of the German coordinated market economy have undergone transformative institutional change: the welfare stale and the vocational training system. We argue that this process is best described as a process of liberalization resulting from the exhaustion of traditional institutions. Exhaustion describes a mechanism of institutional change in which endogenous negative feedback effects, caused by the over extension of resources, lead to a transformation of the formerly symmetrical and consensual relationship between the state, employers and unions into an asymmetrical and conflictual one. The article contributes to the analysis of institutional change and applies the comparative method of the “parallel demonstration of theory”.


2008 ◽  
Author(s):  
Amy Fowler Kinch ◽  
Joanna Legerski ◽  
Christine Fiore

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