The Person-Centered Health model in Intellectual Developmental Disorders/Intellectual Disability

Bertelli, Marco O.; Bianco, Annamaria; Merli, Micaela Piva; Salvador‐Carulla, Luis

doi:10.4321/s0213-61632015000400002

Cited by 4 publications

(3 citation statements)

References 35 publications

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“…Iriarte et al (2017) presented significant support indicators for valued social roles through personcentred planning concerning paid employment or voluntary work. On the other hand, the social participation approach demands full community engagement and less segregated services, requiring monitoring systems and the support of individual needs (Bertelli et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Person‐Centred Planning in Centres of Activities for Inclusion

Carvalhais,

Fernandes,

Almeida

2023

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Person‐centred planning includes the active social participation of individuals with intellectual and developmental disabilities (IDD) and is the fairest path towards assuring human rights and citizenship among people with IDD. Semi‐structured interviews were undertaken with four technicians from centres of activities in Portugal, four family members, and four adults with IDD to observe the best practices that facilitate/hinder the implementation of person‐centred interventions. Several discrepancies were identified regarding inclusive practices in centres of activities and capacity building, associated with the sense of mission, vision and perspective of technical structures, the bureaucratic weight that conditions the transition between intervention models, the participation and positioning of families regarding their representation of the centres, as well as the investment these centres make concerning effective and fair inclusion in surrounding communities. Still far from successful implementation, a person‐centred approach must be considered and include all participants’ perspectives to build robust and integral life projects.

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Section: Introductionmentioning

confidence: 99%

Person‐Centred Planning in Centres of Activities for Inclusion

Carvalhais,

Fernandes,

Almeida

2023

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“…Intellectual disability can negatively affect people's daily, social and practical skills (1). For example, unhealthy nutrition, sedentary life and physical movement limitation are among the most common lifestyle problems encountered in students with intellectual disabilities (2).…”

Section: Introductionmentioning

confidence: 99%

Problems Faced by Students with Intellectual Disabilities in Their Participation in Sports Education: Parent Views

AKŞİT,

YILMAZ,

DAĞ

et al. 2023

Turk J Sport Exe

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Intellectual disability is a disorder that affects the child's daily social and practical skills. For this reason, unhealthy diet, sedentary lifestyle and physical movement limitation are the most common lifestyle problems in children with intellectual disabilities. Parents' opinions, attitudes, alexithymic conditions and social skill levels are effective in the participation of students with intellectual disabilities and other special needs in sports education. The aim of this research is to examine the problems encountered by students with intellectual disabilities in their participation in sports education in terms of parents' opinions. The study is based on the Socio-Ecological Model (SEM), one of the social model theories, as a theoretical framework. The research is a case study, one of the qualitative research approaches. In this research, the study group was reached by the maximum variation sampling method. Parents of children with intellectual disabilities in different cities of Turkey were included in the research in the 2021-2022 academic year. During the research process, three different study groups receiving special education and rehabilitation center, special lower class and inclusive education were studied. Data were collected by individual interview technique. The data obtained from all three groups were thematic analysis and analyzed by creating codes, categories and themes. As a result of the analysis of the data obtained, the findings were collected under four main themes in accordance with the theoretical framework. These are individual problems, social problems, problems caused by the physical environment and problems caused by politics. As a result of the research, it was determined that, according to the parents, the reason why their children with intellectual disabilities cannot participate in sports training is primarily due to problems arising from society. This situation can be evaluated within the exosystem and macro system according to SEM. Based on this model, which focuses on the individual and examines the effects on the individual, the two systems located at the outermost center have the greatest impact on individuals with intellectual disabilities.

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“…Several studies have integrated the “healthy settings” approach into the daily routines of people with intellectual disabilities and trained support staff accordingly [ 3 , 4 , 5 ]. Moreover, the person-centered health model was recommended for people with intellectual disabilities [ 6 ].…”

Section: Introductionmentioning

confidence: 99%

The Effects of Integrated Step Training into the Physical Education Curriculum of Children with Intellectual Disabilities

Chang

Chen

et al. 2021

IJERPH

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(1) Background: This study investigated the changes in step frequency, walking ability, and standing posture of students with intellectual disabilities by integrating step training into the students’ physical education curriculum; (2) Methods: The centroid formula was used to estimate the geometric center of the students’ bodies in video footage of each participant. Each participant’s stepping frequency per minute was recorded. After training, the teachers involved were interviewed regarding the participants’ everyday activities in school. Each step training session was recorded by two video cameras. Each step training session was observed and photographed by a senior physical education teacher with special education qualifications; (3) Results: The step training increased the stability of the participants’ body axes. The participants’ average steps per minute of the participants significantly improved from 24.200 ± 7.554 to 28.700 ± 8.629. Additionally, despite the students exhibiting anxious behavior (e.g., squeezing their hands and grasping at their clothes) at baseline, the frequency of these behaviors decreased significantly from week 4. Overall, the students’ daily activities, motivation, interpersonal interaction, self-confidence, and anxiety behaviors improved; (4) Conclusions: After the 8-week step program, the participants with intellectual disabilities improved their step frequency, movement stability, ability to perform daily activities, walking speed, motivation, interpersonal interaction, and self-confidence, and they exhibited a lower level of anxiety-related behaviors.

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The Person-Centered Health model in Intellectual Developmental Disorders/Intellectual Disability

Cited by 4 publications

References 35 publications

Person‐Centred Planning in Centres of Activities for Inclusion

Person‐Centred Planning in Centres of Activities for Inclusion

Problems Faced by Students with Intellectual Disabilities in Their Participation in Sports Education: Parent Views

The Effects of Integrated Step Training into the Physical Education Curriculum of Children with Intellectual Disabilities

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