Public Policy and the Enhancement of Desired Outcomes for Persons With Intellectual Disability

Shogren, Karrie A.; Bradley, Valerie J.; Gómez, Sharon C.; Yeager, Mark H.; Schalock, Robert L.; Borthwick-Duffy, Sharon A.; Buntinx, Wil H. E.; Coulter, David L.; Craig, EllisM.; Lachapelle, Yves; Luckasson, Ruth; Reeve, Alya; Snell, Martha E.; Spreat, Scott; Tassé, Marc J.; Thompson, James R.; Verdugo, Miguel Á.; Wehmeyer, Michael L.

doi:10.1352/1934-9556-47.4.307

Cited by 51 publications

(53 citation statements)

References 28 publications

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“…The English literature and research have turned from using the concept of Mental Retardation (see Luckasson et al, 2002) into Intellectual Disability (see Shogren et al, 2009). The changes in terminology are based on increased discussion about mental disability, its construction, and the philosophical and epistemological questions related to its conceptualization (Greenspan & Switzky, 2006;Schalock, 2011).…”

Section: The Human-centered Approach Of Arranging Education For Peoplmentioning

confidence: 99%

“This is the School I Want” Young Adults with Intellectual Disability Describe Their Perceptions of a Good Vocational School

Hermanoff¹,

Määttä

Uusiautti

2016

JSE

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Vocational education is a remarkable phase of life for all young people, including the ones with intellectual disability (ID). In addition to vocational skills and knowledge, vocational special education provided to people with ID has to meet their needs and enhance their life-management skills. However, their own perceptions of the quality of education has been less studied. The purpose of the research at hand was to give voice to young adults with ID themselves and ask how they would describe their ideal vocational school. In this qualitative study, 14 Finnish young adults with ID (aged 17-23) were interviewed. The study employed a narrative approach to reach the participants' voices and experiences. According to the ISSN 2162-6952 2017 www.macrothink.org/jse 2 findings of this research, the location of the study place, company of same-aged peers, supportive teachers and tutors, and varied teaching arrangements typified a good study place. As the conclusion of the study, the ideal school according to the perceptions of young adults with ID is presented as a combination of the physical, pedagogical, and social learning environments. Education that can be molded according to individual needs and provides sufficient and tailored support and guidance services-in addition to hearing the young adults' own hopes and wishes-strengthen personal sense of responsibility, and transition toward adulthood and as independent life as possible. Journal of Studies in Education

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Section: The Human-centered Approach Of Arranging Education For Peoplmentioning

confidence: 99%

“This is the School I Want” Young Adults with Intellectual Disability Describe Their Perceptions of a Good Vocational School

Hermanoff¹,

Määttä

Uusiautti

2016

JSE

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“…The conceptual framework for identification of limiting/enabling factors adapts FEEDBACK LOOP Shogren et al's (2009) use of Bronfenbrenner's theory of human development. In the application, the authors applied Bronfenbrenner's theory to identify factors within systems that influence outcomes for people with ID.…”

Section: Disabilities and Challenging Behaviourmentioning

confidence: 99%

“…To identify factors that are within agency control and those outside of agency control, a systems approach was used as a conceptual framework (see previous section A Conceptual Framework for Quality Service Provision for People with Intellectual Disabilities and Challenging Behaviour). Accordingly , table 2.2 organises the 20 factors as belonging to one of three systems levels: (1) the mesosystem, which relates to service provision, (2) the macrosystem, which is the socio-political environment, and (3) the chronosystem which represents change over time (Shogren et al, 2009). Note that factors in the mesosystem are within the agency's control, whereas factors in the macrosystem and chronosystem lie outside the agency's control.…”

Section: Disabilities and Challenging Behaviourmentioning

confidence: 99%

“…Theoretical models of disability. Theoretical models of disability shape individual and collective actions (Senge, 2006) (Schalock, Verdugo, Bonham, Fantova, & Van Loon, 2008), ID policy and funding (Schalock et al, 2008;Shaddock, 2006), and service processes, cultures and design (Schalock et al, 2008;Shogren et al, 2009). As such, change in theoretical models of disability over time can limit/enable quality service provision.…”

Section: Policymentioning

confidence: 99%

“…These are the belief systems held by individuals of communities that shape individual and collective actions (Schalock et al, 2008;Senge, 2006). These impact policy, funding, service processes, service cultures and service design (Schalock et al, 2008;Shaddock, 2006;Shogren et al, 2009).…”

Section: Current Knowledge and Clinical Expertise Current Knowledge mentioning

confidence: 99%

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A conceptual model of quality service provision for people with intellectual disability and challenging behaviours: Enhancement and enrichment through service user and other stakeholder consultation

Gatfield¹

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People with intellectual disability and challenging behaviour are one of the most disenfranchised groups in society. How they are supported through services has a primary role in changing this outcome. While legislation provides frameworks for quality service provision for people with disabilities, they do not identify the mechanisms specific to the cohort that can address this disenfranchisement. As such, it is paramount to develop an understanding of quality service provision specific to those with intellectual disability and challenging behaviour.To identify the factors required for quality service provision for people with ID and CB, a three-stage design incorporating participants from various stakeholder groups (n=7) was undertaken. Study one involved data collection from CEOs and managers (n=55) of service provider agencies using a Delphi study, and clinicians and senior practitioners (n=85) using survey methods. Study two incorporated interviews conducted with families/carers of service users (n=11), advocates (n=10), support workers (n=13) and supervisors (n=11) who had provided services to the cohort, complemented by survey data (n=102). Study three involved data collection with service users with intellectual disability and challenging behaviour (n=14) through focus groups.The results of this research led to the identification of processes and practices associated with and impacting on quality service provision that were not identified through the literature review. Further, it identified agents that are formative to the production of quality services.The outcome of this research is a model of quality service provision for the cohort that conceptualises quality as a continuous process and includes factors across sociopolitical systems that are formative to, and impacting on, quality service provision. The developed model has significant implications for service provider agencies, service user consultation, government, substitute decision making, and the National Disability Insurance Scheme.

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2013

Intellectual Disability

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Public Policy and the Enhancement of Desired Outcomes for Persons With Intellectual Disability

Cited by 51 publications

References 28 publications

“This is the School I Want” Young Adults with Intellectual Disability Describe Their Perceptions of a Good Vocational School

“This is the School I Want” Young Adults with Intellectual Disability Describe Their Perceptions of a Good Vocational School

A conceptual model of quality service provision for people with intellectual disability and challenging behaviours: Enhancement and enrichment through service user and other stakeholder consultation

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