Defining social inclusion of people with intellectual and developmental disabilities: An ecological model of social networks and community participation

Simplican, Stacy Clifford; Leader, Geraldine; Kosciulek, John F.; Leahy, Michael J.

doi:10.1016/j.ridd.2014.10.008

Cited by 403 publications

(360 citation statements)

References 67 publications

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“…In contrast, the social model of disability sees disability as an extrinsic phenomenon, a problem created by society ' s reaction to difference; intervention focuses on socio-political change (Law & Dunn, 1994;Simplican, Leader, Kosciulek, & Leahy, 2015). Although numerous authors have highlighted the importance of considering environmental barriers that limit the communication of individuals with complex communication needs (e.g., Beukelman & Mirenda, 2013;Light & McNaughton, 2014), simply working to eliminate opportunity barriers is seldom suffi cient to ensure that children and adults achieve meaningful communication and full participation in society.…”

Section: Designing Aac Research and Intervention To Improve Outcomesmentioning

confidence: 99%

Designing AAC Research and Intervention to Improve Outcomes for Individuals with Complex Communication Needs

Light

McNaughton

2015

Augmentative and Alternative Communication

161

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There is a rapidly growing body of research that demonstrates the positive effects of augmentative and alternative communication (AAC) intervention on the communication of children and adults with complex communication needs. Despite the positive impact of many AAC interventions, however, many individuals with complex communication needs continue to experience serious challenges participating in educational, vocational, healthcare, and community environments. In this paper, we apply the framework proposed by the International Classifi cation of Functioning, Disability and Health (ICF) to illustrate the need to re-think AAC intervention to improve outcomes for individuals with complex communication needs, and to foster a new generation of intervention research that will provide a solid foundation for improved services. Specifi cally, the paper emphasizes the need to take a more holistic view of communication intervention and highlights the following key principles to guide AAC intervention and research: (a) build on the individual ' s strengths and focus on the integration of skills to maximize communication, (b) focus on the individual ' s participation in real-world contexts, (c) address psychosocial factors as well as skills, and (d) attend to extrinsic environmental factors as well as intrinsic factors related to the individual who requires AAC.

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Section: Designing Aac Research and Intervention To Improve Outcomesmentioning

confidence: 99%

Designing AAC Research and Intervention to Improve Outcomes for Individuals with Complex Communication Needs

Light

McNaughton

2015

Augmentative and Alternative Communication

161

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“…Social inclusion can be described as not only being present in a community, but also having meaningful social connections and participating in fulfilling social activities [19]. CliffordSimplican et al [2] further define social inclusion as the interaction between two major life domains: interpersonal relationships and community participation and developed an ecological model of social inclusion that includes individual, interpersonal, organizational, community and socio-political factors.…”

Section: Social Inclusionmentioning

confidence: 99%

“…Abbott and McConkey [61] argue that positive attitudes follow on from increased social contact, thus a priority should be to provide opportunities for people with disabilities to engage in social contact. Clifford-Simplican et al [2] recommended further research in the community. They highlight that communities face different challenges in fostering social inclusion depending on their characteristics, e.g.…”

Section: Researching Attitudesmentioning

confidence: 99%

“…The attitudes of society to such individuals living in communities continue to be the catalyst that will enable them to achieve genuine social inclusion and integration [2]. Debenham [3] identified a barrier to social inclusion as the slow or complete lack of change in attitude from people in society towards people with learning disabilities.…”

Section: Introductionmentioning

confidence: 99%

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Exploring Community Attitudes to People with Learning Disabilities: Using a Micro-Neighbourhood Design

Denny¹,

Denieffe²,

Pajnkihar³

2017

Learning Disabilities - An International Perspective

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People with learning disabilities living in the community strive for meaningful social inclusion and integration. The attitudes of society to such individuals living in communities continues to be the catalyst that will enable them to achieve genuine social inclusion and integration. Identified barriers to social inclusion are a lack of change in societal attitudes towards people with learning disabilities. People with learning disabilities should live in a socially, not just functionally, integrated manner in community settings. Hence, attitudes of the community are extremely influential in achieving social integration and inclusion. It is important therefore to plan how best to capture attitudes in fact. An exemplar of a completed comparative study in Ireland, which used a micro-neighbourhood design combined with a random survey, illustrates how attitudes can be researched effectively. Study findings show that while attitudes were generally positive towards people with learning disabilities, there was no evidence of social integration, only functional integration. These findings reflect the challenges of achieving authentic social inclusion and integration and warrant further exploration by government agencies and service providers for people with learning disabilities. The study design outlined can contribute to gaining a true insight of societal attitudes.

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“…The definition of social inclusion presented in [Simplican et al 2015] refers to being accepted as an individual beyond disability, focusing on two domains -interpersonal relationships and community participation. In this context, community participation is the involvement in community activities that promote the development of interpersonal relationships, including leisure activities, political and civic activities or organizations, productive activities, like employment or education, religious and cultural activities and groups and consumption, or access to goods and services, which the current study is focused on.…”

Section: Introductionmentioning

confidence: 99%

Virtual Reality as an Assistive Technology to Support the Cognitive Development of People With Intellectual and Multiple Disabilities

Cunha

Silva

2017

Anais Do XXVIII Simpósio Brasileiro De Informática Na Educação (SBIE 2017)

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Abstract. This study investigated the efficacy of a virtual reality-based cognitive and motor coordination training for people with intellectual and multiple disabilities, focusing on community participation. Ten people with disabilities were selected from an institutional care for people with disabilities and they were enrolled in a five-week experiment, which consisted in shopping in a virtual reality supermarket. The results show that the patients demonstrated statistically significant improvements regarding the task gave, also based on the observational analysis of the instructor and physiotherapist. Thus, the analysis indicates that the VR-based method can be effective in the cognitive development of those patients, improving their social inclusion and cognitive skills.

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Defining social inclusion of people with intellectual and developmental disabilities: An ecological model of social networks and community participation

Cited by 403 publications

References 67 publications

Designing AAC Research and Intervention to Improve Outcomes for Individuals with Complex Communication Needs

Designing AAC Research and Intervention to Improve Outcomes for Individuals with Complex Communication Needs

Exploring Community Attitudes to People with Learning Disabilities: Using a Micro-Neighbourhood Design

Virtual Reality as an Assistive Technology to Support the Cognitive Development of People With Intellectual and Multiple Disabilities

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