Exploring an inclusive educational program within Higher Education for individual with Intellectual Disabilities

Catherine Kelly Mason 

South East Technological University, Waterford, Ireland

https://orcid.org/0000-0001-7327-6452

Vicki Anderson 

South East Technological University, Waterford, Ireland

https://orcid.org/0009-0000-3376-7599

Louise Bennett 

South East Technological University, Waterford, Ireland

https://orcid.org/0000-0003-0311-2959

Martina Gooney 

South East Technological University, Waterford, Ireland

https://orcid.org/0000-0003-1499-3472

Sara Kennedy 

South East Technological University, Waterford, Ireland

https://orcid.org/0000-0001-6132-0735

Cathy Pembroke 

South East Technological University, Waterford, Ireland

https://orcid.org/0009-0001-6955-2722

https://doi.org/10.33700/jhrs.4.2.180

Abstract

Introduction: Individuals with Intellectual Disability (ID) have traditionally been excluded from Higher Education (HE). As HE moves towards more inclusive practices for individuals with ID, there is a need to capture the experience of support staff implementing and facilitating such programs. This paper explores an inclusive educational program within higher level designed specifically for individuals with an ID from support staff’s perspective.

Methods: A qualitative design was employed, utilising a focus group interview and purposive sampling to gather in-depth insights.

Results: This study highlights the transformative potential of an inclusive program in HE for students, staff, the University and the wider community. Findings demonstrate that when educational environments can embrace co-creation, collaboration, and a values-driven approach, students have the opportunity to experience meaningful growth in their confidence, self-esteem, social integration and capacity. Staff and peers are further provided with opportunities to challenge assumptions, increase understanding and gain renewed perspectives on teaching, learning and inclusion. However, despite the evident benefits, without secure investment, sustained policy commitment and a systemic culture change, such opportunities are limited.

Conclusion: This study has implications for the further development and sustainability of inclusive education for individuals with ID in HE nationally and internationally. Further research to examine student perspectives is warranted, to inform the future development and delivery of inclusive programs for individuals with an ID.

Keywords: Inclusive education, Higher Education, Intellectual Disability, Empowerment, co-creation, collaboration, confidence, support staff

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Residential care staff working knowledge of reporting restrictive practices within Intellectual Disability and Older Persons care settings: A scoping review

Veronica Mukwashi 

HSE, Waterford Residential Care Centre, Waterford, Ireland

https://orcid.org/0009-0006-6200-3495

Brian Sharvin 

Department of Nursing and Health Care, School of Health Sciences, Cork Road, South East Technological University (SETU), Ireland

Ruth Maher 

Department of Nursing and Health Care, School of Health Sciences, Cork Road, South East Technological University (SETU), Ireland

https://orcid.org/0000-0002-9556-3142

Michelle Davitt 

HSE, Wexford Residential Intellectual Disability Services, St. John’s Hospital, Munster Hill, Enniscorthy, Co. Wexford, Ireland

https://orcid.org/0009-0005-9383-2846

Louise Bennett 

Department of Nursing and Health Care, School of Health Sciences, Cork Road, South East Technological University (SETU), Ireland 

https://orcid.org/0000-0003-0311-2959

https://doi.org/10.33700/jhrs.4.1.143

Abstract

Introduction: This Restrictive practice is an intentional restriction of an individual’s voluntary movement or behaviour. Given the impingement of human rights associated with restrictive practice, many jurisdictions all over the world have advocated for a reduction in their use, highlighting the importance of reporting restrictive practice. However, a paucity of literature exists examining the knowledge of residential care staff regarding reporting restrictive practice.

Aim: To examine the knowledge of residential care staff regarding the reporting of restrictive practices in intellectual disability and older persons care settings.

Methods: A scoping review referenced to JBI and PRISMA guidelines was used. The studies were retrieved from a library multi-search function of various databases. Sixteen studies were included in the final analysis.

Findings: Findings demonstrate that residential staff lack knowledge of what defines a restrictive practice and find the reporting system as unnecessary, time consuming and burdensome. The identified barriers to reporting restrictive practice included: fear, lack of clear guidelines and awareness of the reporting system, lack of time, and staff shortages. While the facilitators included awareness campaigns, availability of appropriate reporting structures, and managerial support.

Conclusion: This review suggests that improvements in terms of residential staff understanding of and reporting of restrictive practice is required. Moreover, this review has the potential to assist policymakers to understand the individual, organisational and regulatory barriers and facilitators to reporting restrictive practice within intellectual disability and older persons care settings.

Keywords: residential care staff, residential care, reporting, incidents, restrictive practices, older persons, intellectual disability, knowledge

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Family Quality of Life from the Perspective of Parents of Children with Intellectual Disabilities

Dajana Bulić 

Center for Rehabilitation Zagreb, Zagreb, Croatia

https://orcid.org/0000-0003-4143-9426

Tomislav Ljutic 

Kindergarten Potočnica

https://orcid.org/0000-0002-2766-8372

Renata Pinjatela 

University of zagreb, Faculty of Education and Rehabilitation sciences

https://orcid.org/0000-0002-5601-1425

https://doi.org/10.33700/jhrs.4.1.154

Abstract

Aim: The quality of life of families with children with intellectual disabilities has been frequently analysed in recent research. There are numerous factors that influence the quality of life of families. The aim of the study was to determine the quality of life of families of children with intellectual disabilities who are cared for by the Sloboština Rehabilitation Centre.

Methods: The study used the Beach Center Family Quality of Life Scale questionnaire, which was completed online by the parents. 51 parents of children and adolescents with intellectual disabilities took part in the study.

Results: The results of the study show that the overall quality of life is satisfactory. However, parents of children with intellectual disabilities are least satisfied with emotional well-being and disability-related support. They are not satisfied with the time they have to pursue their interests or with outside help for all family members. They also consider the support a child with disabilities receives at school to be mediocre. No statistically significant differences in quality of life were found in relation to the age and gender of parents and children, except for the family interaction subscale, where families with girls had a better quality of life.

Conclusion: The results of the study show that although the overall quality of life is satisfactory, families of children with intellectual disabilities need external support that provides them with some free time but also aims to support all family members.

Keywords: family quality of life, intellectual disability, parents, children, support

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Assessing adults with neuroatypical conditions suspected of having dementia

Matthew P. Janicki

University of Illinois at Chicago Department of Disability and Human Development
https://orcid.org/0000-0003-1053-1748 

DOI: https://doi.org/10.33700/jhrs.1.1.41

ABSTRACT

Dementia is increasing as nations’ populations across the world age and older adults survive in increasing number. Dementia has various etiologies and forms of expression thus accurate diagnosis is always a challenge. Detection of any adult-age cognitive impairment in health care settings is difficult in general but can be especially challenging among adults with neuroatypical or neurodivergent conditions (NACs). Most clinical guidelines/protocols applicable to the general population for assessing mild cognitive impairment or dementia do not include considerations when assessing adults with NACs. This article addresses the obstacles to early detection and assessment of adults with NACs and recounts what one national group undertook to raise awareness of this obstacle. These conditions often present assessment challenges as adults with NACs often have problems with comprehension, oral communication, motor task performance, recognition of assessment related visuals, and comfort in testing situations. Clinicians assessing adults with NACs face challenges due to an inappropriateness of using standardized dementia assessment measures, are often untrained or unfamiliar with discerning pre-existing conditions from new cognitive impairment and are uninformed as to how to adapt the testing situation. The investigation into NACs and dementia assessment lead to a series of recommendations to raise awareness among clinicians, seek to enlist professional organizations in adapting existing instruments, and increase research into NACs and dementia.

Keywords: assessment, dementia, intellectual disability, neuroatypical conditions, protocols

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