Structural and functional characteristics of the social networks of people with mild intellectual disabilities

Asselt-Goverts, A.E. van; Embregts, P.J.C.M.; Hendriks, A.H.C.

doi:10.1016/j.ridd.2013.01.012

Cited by 74 publications

(72 citation statements)

References 22 publications

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“…In optimum situations, these ecological conditions are enabling, but these conditions may also constrain inclusion, such as lack of skills (Asselt-Goverts et al, 2013), unsupportive staff (McConkey & Collins, 2010a, negative organizational cultures , societal attitudes that stereotype people with disabilities (Milner & Kelly, 2009), or lack of funding and legislative cutbacks (Asselt-Goverts, Embregts, & Hendriks, 2014). Additionally, factors at each level interact, further producing enabling or disabling conditions.…”

Section: Defining Social Inclusion 19mentioning

confidence: 99%

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

Simplican

Leader

Kosciulek

et al. 2015

Research in Developmental Disabilities

401

307

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Social inclusion is an important goal for people with intellectual and developmental disabilities, families, service providers, and policymakers; however, the concept of social inclusion remains unclear, largely due to multiple and conflicting definitions in research and policy. We define social inclusion as the interaction between two major life domains: interpersonal relationships and community participation. We then propose an ecological model of social inclusion that includes individual, interpersonal, organizational, community, and socio-political factors. We identify four areas of research that our ecological model of social inclusion can move forward: (1) organizational implementation of social inclusion; (2) social inclusion of people with intellectual and developmental disabilities living with their families, (3) social inclusion of people along a broader spectrum of disability, and (4) the potential role of self-advocacy organizations in promoting social inclusion.

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Section: Defining Social Inclusion 19mentioning

confidence: 99%

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

Simplican

Leader

Kosciulek

et al. 2015

Research in Developmental Disabilities

401

307

View full text Add to dashboard Cite

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“…; Asselt‐Goverts et al . ). Individuals with ID often heavily depend on support of their support staff.…”

Section: Introductionmentioning

confidence: 97%

The effectiveness of staff training focused on increasing emotional intelligence and improving interaction between support staff and clients

Zijlmans

Embregts

Gerits³

et al. 2014

J intellect Disabil Res

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“…The recommendation of a supportive approach for two‐thirds of both groups corroborates earlier research showing that many of these young adults often have higher support needs than is at first apparent (van Asselt‐Goverts et al . ; Fuijara ). Group 1 participants were also commonly recommended structuring and regulatory support.…”

Section: Discussionmentioning

confidence: 99%

“…Support staff are an important source of social, emotional and practical support for people with MBID living in the community (van Asselt‐Goverts et al . ). Individuals with MBID perform simple and structured tasks quite well, but find more complex tasks – including many everyday tasks – difficult (Collot d'Escury ).…”

Section: Introductionmentioning

confidence: 97%

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A comparison of support for two groups of young adults with mild intellectual disability

2015

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Accessible summary• Young adults with mild to borderline intellectual disability can be very different from each other.• We talked with the young adults about their homes and jobs, and whether they were happy with the support they received.• The support used did not always match their needs. The study showed the good things of the support and how the support could be better. SummaryYoung adults with mild to borderline intellectual disability (MBID) have varying profiles of cognitive, adaptive and behavioural functioning. There is also variability in their educational and therapeutic needs. This study compares recommended and actual provision of support for two groups of young adults with MBID and looks at young adults' satisfaction with their support. Participants' clinical files were analysed and a satisfaction interview was administered. Descriptive statistics were used to characterise the groups, and t-tests or chi-square tests were used to explore similarities and differences between the groups. A combined, supported independent living setting, a structuring and regulating support style and psychotherapy were recommended for the young adults in group 1 (MBID with externalising behavioural problems), whilst independent living with access to community support services and a meeting house, and skills training was recommended for group 2 (MBID with internalising behavioural problems). Both groups were considered capable of standard employment with support from a job coach. We found mismatches between recommended and actual provision of support. The findings suggest that service providers do not focus enough on the educational support needs, but therapeutic needs are generally more often met.

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Structural and functional characteristics of the social networks of people with mild intellectual disabilities

Cited by 74 publications

References 22 publications

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

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

The effectiveness of staff training focused on increasing emotional intelligence and improving interaction between support staff and clients

A comparison of support for two groups of young adults with mild intellectual disability

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