scholarly journals Self-Advocates with Intellectual Disability about Their Work as Social Educators – a Qualitative Polish Study

2021 ◽  
Vol 10 (1) ◽  
pp. 1
Author(s):  
Iwona Nowakowska ◽  
Ewa Pisula
Keyword(s):  
Intellectual Disability ◽  
Interpretative Phenomenological Analysis ◽  
Public Awareness ◽  
Theoretical Models ◽  
Mild Intellectual Disability ◽  
Self Advocacy ◽  
Individual Interviews ◽  
Disability Awareness ◽  
The Social ◽  
Polish Study

The paper presents the opinions of self-advocates with mild intellectual disability about their work as social educators – public self-advocates raising disability awareness. Six semi-structured individual interviews were conducted. Data was analyzed within the framework of Interpretative Phenomenological Analysis. The themes which emerged from the interviews comprise: the motives of educators to work as self-advocates, opportunities to gain new skills and to raise public awareness about disability given by this activity, the difficulties they experience being social educators and ways to overcome them, the meaning of self-advocacy in their lives as well as the readiness to recommend this work to other people with disability. The gathered data suggests that, according to the self-advocates, being a social educator enhances the social status of self-advocates. It also provides an opportunity to develop skills, new social roles and sometimes positive identities, which is in line with the assumptions of the theoretical models of self-advocacy.

scholarly journals Kształcenie zawodowe w rzemiośle osób z niepełnosprawnością

2020 ◽  
Vol 31 (3) ◽  
pp. 39-53
Author(s):  
Krzysztof Bondyra
Keyword(s):  
Intellectual Disability ◽  
Vocational Education ◽  
Social Exclusion ◽  
Vocational Training ◽  
Large Scale ◽  
Mild Intellectual Disability ◽  
Institutional Barriers ◽  
The Social ◽  
The Subject

The article is devoted to the analysis of the potential for counteracting the social exclusion of people with mild intellectual disability through educational and professional activation in craftsmanship. Within the scope of the subject, the author presents the potential of education in craft workshops in Poland and, comparatively, in craft professions in Germany. The article analyses the advantages of vocational training in craftsmanship for counteracting social exclusion, but also shows institutional barriers. The thesis of the article is that, given the large scale of vocational education in crafts in Poland, this type of learning does not fully realise the potential for the professional activation of people with mild intellectual disability. To confirm this, the article presents the activities aimed at introducing a solution concerning the possibility of obtaining qualifications by persons with mild intellectual disability who are learning some craft. These postulated qualifications are described by the Polish Craft Association as a journeyman’s assistant.

Intellectual disability policy and practice in twentieth-century United Kingdom

2019 ◽  
pp. 177-194
Author(s):  
Simon Jarrett ◽  
Jan Walmsley
Keyword(s):  
Twentieth Century ◽  
Intellectual Disability ◽  
Mental Deficiency ◽  
Disability Policy ◽  
Policy And Practice ◽  
Self Advocacy ◽  
Urban Modernity ◽  
Social Sphere ◽  
The Social ◽  
The Voice

In the first half of the twentieth century UK policy, dominated by the passing of the Mental Deficiency Act in 1913, was not driven solely by eugenic discourse but by a commonly held assumption across the ideological spectrum that the ‘mentally deficient’ population needed ‘fixing’ in some way. Lurking beneath this desire for completeness and the tidying up of the social sphere were deep anxieties about urban modernity and human capacity to meet its challenges. In the second half of the century we see the voice of the person with intellectual disability finally emerge as self-advocacy, as the institutions met their end and care in the community became policy. A so-called ‘golden period’ in the 1990s, characterized by thoughtful policy and a commitment to inclusion, raised hopes of genuine citizenship and improved support. The chapter ends however with a cautionary warning from the 21st century, where gains seem to be receding and the institution rising from its grave.

Social Inclusion of Children With Intellectual Disabilities in a Recreational Setting

2009 ◽  
Vol 47 (2) ◽  
pp. 97-107 ◽  
Author(s):  
Gary N. Siperstein ◽  
Gary C. Glick ◽  
Robin C. Parker
Keyword(s):  
Intellectual Disability ◽  
School Districts ◽  
Intellectual Disabilities ◽  
Social Inclusion ◽  
Social Acceptance ◽  
Urban School ◽  
Urban School Districts ◽  
Mild Intellectual Disability ◽  
Racially Diverse ◽  
The Social

Abstract The social acceptance of children with and without intellectual disabilities was examined in an inclusive, summer recreational program. Participants were 67 children entering Grades 3 through 6, of which 29 were identified as having a mild intellectual disability. Children were recruited from economically and racially diverse urban school districts. Results showed that children with and without intellectual disabilities were equally accepted by their peers. Specifically, 95% of children without intellectual disabilities indicated that they liked to “hang out with” at least 1 child with an intellectual disability. Results also indicated that the majority of children without intellectual disabilities made at least 1 new friend with another child with an intellectual disability. The features of recreational programming that promote social inclusion are discussed.

Experiencing the Social Environment of a Canoe Kayak Club: A Case Study of a Special Olympics Program

2021 ◽  
Vol 5 (S1) ◽  
pp. S1-8-S1-24
Author(s):  
Krystn Orr ◽  
M. Blair Evans ◽  
Katherine A. Tamminen ◽  
Kelly P. Arbour-Nicitopoulos
Keyword(s):  
Intellectual Disability ◽  
Social Environment ◽  
Staff Training ◽  
Autism Spectrum ◽  
Special Olympics ◽  
Mild Intellectual Disability ◽  
Coach Education ◽  
Instrumental Case Study ◽  
The Social

For individuals with an intellectual disability, emerging adulthood (18–25 years) may be a disruptive time with an abrupt ending to programming and services after adolescence. This study critically explores the social environment and experiences of individuals involved in a Special Olympics paddling program for emerging adult athletes with an intellectual disability. Using an instrumental case study design, multiple qualitative methods were implemented including photography, videography, observations, and interviews. The participants included four athletes (one female and three male; three with autism spectrum disorder, one with mild intellectual disability), three fathers, a coach, a program coordinator, and an administrator. Analyses were guided by interpretivism and the quality parasport participation framework. The findings highlight how the limited staff training and preparation, the complexity of providing such a program, and parental hidden labor in their adult children’s sport involvement influence the social environment. Implications for coaching practices include the importance of communication strategies and coach education.

scholarly journals Stressful Social Interactions Experienced by Adults With Mild Intellectual Disability

2009 ◽  
Vol 114 (2) ◽  
pp. 71-84 ◽  
Author(s):  
Sigan L. Hartley ◽  
William E. MacLean
Keyword(s):  
Risk Factors ◽  
Intellectual Disability ◽  
Social Interactions ◽  
High Frequency ◽  
Low Frequency ◽  
Interpersonal Skill ◽  
Mild Intellectual Disability ◽  
High Severity ◽  
The Social ◽  
Social Partners

Abstract Adults with intellectual disability are vulnerable to stressful social interactions. We determined frequency and severity of various stressful social interactions, identified the social partners in these interactions, and examined the specific interpersonal skill difficulties of 114 adults with mild intellectual disability. Participants' characteristic risk factors for stressful social interactions were also identified. Minor and unintentional negative actions of others had high frequency but low severity of stress. Serious and intentional negative actions of others had a low frequency but high severity of stress. Stressful social interactions with other people who have intellectual disability occurred frequently and had a high severity. Difficulty controlling aggression predicted stressful social interactions. Findings are beneficial to developers of interventions to decrease stressful social interactions.

Ethical criteria of civilization choice

2019 ◽  
pp. 92-113
Author(s):  
Mykhaylo Loshchinin ◽  
Yurii Privalov ◽  
Yuriy Sapelkin
Keyword(s):  
Theoretical Models ◽  
Historical Events ◽  
Social Risks ◽  
Social Actions ◽  
The Social ◽  
Ethical Criteria

The article discusses the understanding of civilizational choice as a sequence of political, social, cultural and other historical events. An assessment is made of the scale of social actions aimed at the civilizational reversal of society. The authors attempted to assess the risks of civilizational choice along the social vertical, using previously developed theoretical models of social risks for a socially heterogeneous society. In the course of the study, different phenomena related to the solution of the problem of ethics of civilizational choice were considered.

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