Assistive Technology: Resource for Integrating care and social inclusion for people with intellectual disability

IntroductionThe aim of this review is to answer the following question:Does assistive technology contribute to social inclusion for people with intellectual disability?Previous research on assistive technology has focused on socioeconomic impacts such as education, employment and access to healthcare by people with intellectual disability. There is a need to consolidate evidence on the interaction between intellectual disability, assistive technology, community living and social inclusion.Methods and analysisThe review will consider studies from all settings: geographical, socioeconomic and care (institutional and community care), published in English. Studies reported in other languages with abstracts in English will be included if they can be translated using Google Translate, otherwise such studies will be included in the appendix. The review will include both qualitative and quantitative studies. The intervention in this review refers to the use of assistive technology to promote community participation or interpersonal relationships (social inclusion) for people with intellectual disability. The outcomes will be behavioural and social benefits of using assistive technology by people with intellectual disability. Enhanced interpersonal relationships and community participation by people with intellectual disability. Data analysis will be in two phases. The first phase will involve analysis of individual study designs separately. The second phase will be narrative/thematic synthesis of all study groups.EthicsThe review will not create any ethical or safety concerns.DisseminationAt least one peer-reviewed article in a leading journal such as theBMJis planned. The findings will also be disseminated through a seminar session involving internal audience at Trinity College Dublin and within the Assistive Technologies for people with Intellectual Disability and Autism research programme.PROSPERO registration numberCRD42017065447; Pre-results.

Download Full-text

The impact of COVID‐19 on the social inclusion of older adults with an intellectual disability during the first wave of the pandemic in Ireland

Journal of Intellectual Disability Research ◽

10.1111/jir.12862 ◽

2021 ◽

Author(s):

Darren McCausland ◽

Retha Luus ◽

Philip McCallion ◽

Esther Murphy ◽

Mary McCarron

Keyword(s):

Older Adults ◽

Intellectual Disability ◽

Social Inclusion ◽

The Social ◽

The Impact

Download Full-text

The potential for person-centred planning to support the community participation of adults with an intellectual disability

Journal of Intellectual Disabilities ◽

10.1177/17446295211022125 ◽

2021 ◽

pp. 174462952110221

Author(s):

Darren McCausland ◽

Esther Murphy ◽

Mary McCarron ◽

Philip McCallion

Keyword(s):

Intellectual Disability ◽

Mixed Methods ◽

Community Participation ◽

Social Inclusion ◽

Mixed Methods Approach ◽

Complex Needs ◽

Qualitative Case Studies ◽

Quantitative Analyses ◽

The Right ◽

The Impact

Person-centred planning (PCP) puts individuals with an intellectual disability at the centre of service and support planning, identifying how individuals wish to live their lives and what is needed to make that possible. PCP has been identified as having the potential to facilitate improved social inclusion and community participation. A mixed-methods approach combined quantitative analyses with qualitative case studies of individuals with severe-profound intellectual disability to assess the impact of PCP on community participation for adults with an intellectual disability at a disability service in Dublin. We conclude that PCP may provide a good basis to plan community participation and, with the right supports in place, may provide opportunities for people with complex needs to improve their community participation. Supports including familiar staff and family are critical to the success of PCP for people with complex needs, and their absence may undermine the best intentions of PCP for this population.

Download Full-text

HRM practices that support the employment and social inclusion of workers with an intellectual disability

Personnel Review ◽

10.1108/pr-05-2016-0105 ◽

2017 ◽

Vol 46 (8) ◽

pp. 1475-1492 ◽

Cited By ~ 12

Author(s):

Hannah Meacham ◽

Jillian Cavanagh ◽

Amie Shaw ◽

Timothy Bartram

Keyword(s):

Intellectual Disability ◽

Intellectual Disabilities ◽

Social Inclusion ◽

Well Being ◽

Case Study Methodology ◽

Content Type ◽

Hrm Practices ◽

Employment Participation ◽

Recruitment And Selection ◽

Hr Managers

Purpose The purpose of this paper is to examine how HRM practices enhance and/or impede the employment, participation, and well-being of workers with intellectual disabilities in three hotels located in Australia. Design/methodology/approach The research employs a case study methodology, including interviews with three HR managers, three department managers, 17 workers with intellectual disabilities, and focus groups of 16 supervisors and 24 work colleagues. Findings The research found that the opportunities to participate in work are driven primarily by developing a social climate that enables social cohesion through the altruistic motives of managers/supervisors and reciprocal relationships. Originality/value The findings lend support for the importance of both formal and informal HR practices, such as inclusive recruitment and selection, mentoring, and training and development, as well as individualised day-to-day support provided by supervisors and colleagues, to improve the participation and well-being of workers with an intellectual disability.

Download Full-text

The Meaning of Social Inclusion to Players With and Without Intellectual Disability in Unified Sports Teams

Inclusion ◽

10.1352/2326-6988-7.4.234 ◽

2019 ◽

Vol 7 (4) ◽

pp. 234-243 ◽

Cited By ~ 1

Author(s):

Roy McConkey ◽

Cheryl Peng ◽

Marie Merritt ◽

Amy Shellard

Keyword(s):

United States ◽

Content Analysis ◽

Intellectual Disability ◽

Focus Groups ◽

Social Inclusion ◽

The United States ◽

Community Settings ◽

Core Concept ◽

Sports Teams ◽

Thematic Content Analysis

Abstract Sport can be a means for promoting social inclusion but to date, the perspectives of participants have been rarely sought. Focus groups interviews were held with 6 Special Olympic, Unified Sports teams in the United States as well as one each in Germany and India. In all, 49 athletes with intellectual disability and 39 team-mates without disability participated. From a thematic content analysis, a core concept of togetherness emerged, with five subthemes of equality, friendships, participation, connections, and assistance. Four main feelings were associated with togetherness: happy, relaxed, confident, and cared for. The players gave specific examples of how these outcomes were realised in sport and community settings. Their insights could guide future attempts to promote social inclusion in sports and the wider community.

Download Full-text

Promoting Social Inclusion in High Schools Using a Schoolwide Approach

Inclusion ◽

10.1352/2326-6988-5.3.173 ◽

2017 ◽

Vol 5 (3) ◽

pp. 173-188 ◽

Cited By ~ 5

Author(s):

Gary N. Siperstein ◽

Lauren A. Summerill ◽

Holly E. Jacobs ◽

Jeffrey E. Stokes

Keyword(s):

High Schools ◽

Intellectual Disability ◽

Social Interactions ◽

Social Inclusion ◽

Ecological Approach ◽

Special Olympics ◽

School Contexts ◽

Perceptions And Attitudes ◽

The Impact

Abstract This study examines the impact of the Special Olympics Unified Champion Schools program in high schools across the country. Data were analyzed from 2,774 students from 11 high schools implementing the program concerning their perceptions and attitudes toward including students with intellectual disability (ID). Students participating in 1 or more program activities reported increased visibility of and social interactions with students with ID in school. This, in turn, promoted more positive perceptions and attitudes regarding school and classroom inclusion. Participation in different activities had unique effects on students' perceptions of their school's inclusive environment and on their attitudes toward classroom inclusion. These findings support an ecological approach to social inclusion and for structured, schoolwide interventions embedded within normative school contexts.

Download Full-text