Barriers and facilitators in health education for adults with intellectual disabilities--a qualitative study

Abstract

The aim of this study was to explore barriers and facilitators in the implementation of a health course for adults with mild or moderate intellectual disabilities. An inductive qualitative design was used. Data were collected from a health course conducted in 16 study groups with 83 participants in Stockholm, Sweden by unstructured observations in course sessions, a group discussion with course leaders and evaluation notes from the course leaders. The data were analysed by qualitative content analysis. Four categories were identified: (i) 'individual characteristics', implying various needs, (ii) 'pedagogical strategies' used to meet those needs, (iii) 'interaction within the course', dealing with active and less active participation and (iv) 'structures', including learning climate and organizing. The overarching theme 'creating an individualized supportive context' describes the challenge of educating people with intellectual disabilities towards an empowered and well informed decision making regarding their own health. Therefore, there is a need for support not only within the course but also from the social and physical environment as well.

Understanding the Implementation Process of a Multi‐Component Health Promotion Intervention for Adults with Intellectual Disabilities in Sweden

“…However, in another study focusing on the health course for the residents, observations were used to capture what was happening during the group activities (Bergström et al . ). In this way, attention was given to all participants, including those who had difficulties expressing themselves verbally.…”

Health literacy in people with intellectual disabilities: A mixed-method literature review

“…All studies mention the importance of pursuing further research focusing on health, access and understanding of health-related information or remaining resources and support needs. Only two studies [19,21] mention that health literacy is an important aspect in making informed decisions and could help the target group developing empowerment. Marks et al [15], in a more functional approach to health literacy, note that reading and writing skills and the ability to use information must be taken into account.…”

Family members and health care workers' perspectives on motivational factors of participation in physical activity for people with intellectual disability: A qualitative study

“…The focus of SDT on autonomy as intrinsically motivating could constitute an interesting perspective in this field of study because of the frequent threats to personal control of people with ID (Bergström et al . ). Motivation can also be framed as a socioculturally constructed phenomenon (Daniels et al .…”