Identifying the Key Concerns of <scp>I</scp>rish Persons with Intellectual Disability

Iriarte, Edurne García; O’Brien, Patricia; McConkey, Roy; Wolfe, Marie; O'Doherty, Siobhain

doi:10.1111/jar.12099

Cited by 42 publications

(54 citation statements)

References 12 publications

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“…A small and declining proportion of persons with intellectual disabilities were in receipt of employment supports from services over the 5 year period despite employment being a major goal in government policy (Health Services Executive, ). The latter is in line with the aspirations of persons known to intellectual disability services in Ireland and the UK (Garcia et al, ) and growing evidence that employment results in a better quality of life (Beyer, Brown, Akandi, & Rapley, ). The recently published employment strategy for people with disabilities in Ireland recognizes that employment is also an important route into greater social inclusion, a better standard of living and greater independence and aims to double the numbers of persons with disabilities in employment within 10 years (Government of Ireland, ).…”

Section: Discussionsupporting

confidence: 71%

“…Within Ireland, for example, a new policy for day services "envisages that all the supports available in communities will be mobilised so that people have the widest possible choices and options about how they live their lives and how they spend their time" (p. 3) (Health Services Executive, 2012). In particular, increased opportunities for paid employment are to be promoted, which is in line with the aspirations of people with intellectual disability whose views were obtained in a national survey (Garcia Iriarte, O'Brien, McConkey, Wolfe, & O'Doherty, 2014) and confirmed by the self-advocacy of groups throughout Ireland (Government of Ireland, 2015 ).…”

Section: Introductionmentioning

confidence: 74%

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Changes in the Provision of Day Services in Ireland to Adult Persons With Intellectual Disability

McConkey¹,

Kelly

Craig

et al. 2018

Policy Practice Intel Disabi

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Internationally, changes are advocated in the support available to persons with intellectual disability. Socially inclusive personalized arrangements are intended to replace congregated and segregated day services. The study examines the changes in the provision of day services within Ireland over a 5‐year period when new policies were being promoted but at time of economic stringencies. Secondary analysis was carried out on data extracted from the National Intellectual Disability Database on all persons aged 18 years and above in 2009 and 2014 who received day services, which were grouped into four main types: care centers, sheltered workshops, employment schemes, and vocational training. Participants in each type of service were profiled by age, level of disability, and living arrangements. Variations in the provision of these services across nine regions were also examined. In 2009, 59% of persons attended care centers, but the proportion had increased in 2014 to 69%. There were reductions in the numbers attending sheltered workshops (down from 23 to 16%) and those receiving employment supports (down from 13 to 11%). By 2014, variations in the numbers attending care centers were evident across the country. The increase in care provision does not accord with national or international policies. Rather, it may reflect ineffective policy implementation strategies and financial cutbacks which services experienced during this period. This study illustrates the value of a national dataset for monitoring policy implementation.

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Section: Discussionsupporting

confidence: 71%

Section: Introductionmentioning

confidence: 74%

Changes in the Provision of Day Services in Ireland to Adult Persons With Intellectual Disability

McConkey¹,

Kelly

Craig

et al. 2018

Policy Practice Intel Disabi

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“…This issue is compounded in the Republic of Ireland as schools and care centres may be provided by the same organisation. Nonetheless, many young people with intellectual disabilities aspire to paid employment and to greater social inclusion in their communities (Garcia Iriarte, O'Brien, McConkey, Wolff, & O'Doherty, ; Miller, Cooper, Cook, & Petch, ). Moreover, people with severe and profound disabilities invariably were placed in care centres with few opportunities for further education, training as well as employment.…”

Section: Discussionmentioning

confidence: 99%

A longitudinal study of post‐school provision for Irish school‐leavers with intellectual disability

McConkey

Kelly

Craig

et al. 2017

Brit J Learn Disabil

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Accessible summary In Ireland school leavers with intellectual disabilities were tracked over a 10‐year period from 2004 to 2014. Nearly half were no longer known to services after 10 years. In the 5 years after leaving school, most young adults went to either training centres or to care centres. After 10 years, most were placed in care centres. Few were getting help to obtain paid work or were receiving support in the community. New models of day supports are being promoted by the Government but they are not widely available. Shortage of money and pressure to provide places for school leavers may have contributed to the growth of attendances in care centres. Abstract BackgroundIn recent years, efforts have been made to improve the transition of pupils with intellectual disabilities to adult services and to offer a wider range of choices. However, there have been few longitudinal studies to monitor the services provided to young adults post‐school. This case study in the Republic of Ireland identified the services provided 5 and 10 years after pupils had left school. MethodUsing records from the National Intellectual Disability Database (NIDD), a cohort of 3,206 young people aged 14 to 21 years in 2004 were followed up in 2009 and again in 2014. The pathways to different types of services were identified. ResultsUpwards of 50% of school leavers were no longer in receipt of services 10 years later. Most had mild intellectual disabilities. Of those who were still involved with services, after 5 years most attended either training centres or care centres with small proportions in sheltered workshops or employment schemes. By 2014, most students leaving training centres had transferred to care centres; including those with mild disabilities. There had been little increase in the numbers receiving other types of day support. ConclusionsCare centres remain the most common form of day services provided to school leavers in the Republic of Ireland. The economic recession may have contributed to this. Recent government policies aim to promote more innovative day supports with a focus on employment but further cohort studies should monitor the success of these initiatives.

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“…A significant gap that remains in the literature is the absence of the perspectives of people with ID of the management process, barriers, and strategies used to improve mealtime safety. Prior research has clearly demonstrated that it is both possible and valuable to gather the views of people with ID about their own life experiences and to involve them in the research process (e.g., Garcia Iriarte et al, ). For those whose expressive communication is more limited and whose severity of cognitive impairments preclude traditional methods of experience elicitation, observational research, and gathering information from a carer as a proxy is indicated.…”

Section: Discussionmentioning

confidence: 99%

Dysphagia Management for People With Intellectual Disabilities: Practitioner Identified Processes, Barriers, and Solutions

Chadwick

2017

Policy Practice Intel Disabi

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Dysphagia is a significant problem for adults with ID which has received sparse attention in the research literature. Little is currently documented about how dysphagia management operates and the barriers and associated strategies to address barriers utilized in practice. A brief survey containing open‐ended questions was completed by 38 practitioners about the way their service operates, the barriers they have faced in providing support around managing dysphagia, and the solutions and strategies they have found useful. The process of dysphagia management typically involved referral and assessment, development of an intervention strategy, communication and negotiation, education and training in safe dysphagia management and monitoring, evaluation, and reassessment. Barriers were numerous but stakeholder beliefs, knowledge, and feelings underpinned many of them. Solutions varied but similarly were underpinned by good communication, building relationships, person‐centered practice and responsivity, pragmatism and innovation in training, and disseminating dysphagia management information.

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Identifying the Key Concerns of Irish Persons with Intellectual Disability

Cited by 42 publications

References 12 publications

Changes in the Provision of Day Services in Ireland to Adult Persons With Intellectual Disability

Changes in the Provision of Day Services in Ireland to Adult Persons With Intellectual Disability

A longitudinal study of post‐school provision for Irish school‐leavers with intellectual disability

Dysphagia Management for People With Intellectual Disabilities: Practitioner Identified Processes, Barriers, and Solutions

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