Education and employment

Published for the British Institute of Learning Disabilities

440 Journal of Applied Research in Intellectual Disabilities

Symposium: Reading Reading, language and phonological awareness in preschoolers with Down syndrome S.J. Buckley ([email protected]), S. Bennett, G. Bird, R. Baxter & J. Hughes Psychology, University of Portsmouth, Portsmouth, UK Aim: To evaluate an intervention designed to teach phonological awareness (PA) and word reading skills to preschoolers with Down syndrome. A second aim is to evaluate the effects on spoken language development as well as on early reading skills. Method: Forty children with Down syndrome, aged 2–4 years, have been recruited to this longitudinal study. Baseline assessments on standardized tests of cognition and language (The Mullens Scales of Early Learning, UK standardized Version of the MacArthur Communicative Development Inventories) have been completed. Interventions have been developed to teach PA skills and early reading. The interventions are being delivered by parents at home for five sessions per week, supported by monthly teaching and advice sessions at the research centre. Ongoing records of progress on PA, reading, expressive vocabulary and syntax are being kept. The standardized tests will be repeated annually over a three year period. Information on family and health variables is also being recorded. Results: The data from the pre-intervention assessment will be presented, and explored to identify predictors of individual differences. The intervention programme will be shared. Conclusion: Findings will be discussed in relation to existing literature and the links between speech. language and literacy interventions considered.

Evaluating reading intervention for children with Down syndrome in mainstream primary schools K. Burgoyne ([email protected]), F. Duff, S. Buckley, C. Hulme & M. Snowling Down Syndrome Education International, Portsmouth, UK Aim: This paper will provide a brief overview of a randomized controlled trial evaluating a reading and language intervention programme for children with Down syndrome. Data from the first phase of evaluation will be presented and discussed. Method: Fifty-four children (aged 5–10 years) in the York and Portsmouth areas were recruited to receive an individualized reading and language intervention programme delivered by trained teaching assistants in mainstream primary schools. In the first phase of the evaluation, half of the children received the intervention whilst the remaining children acted as a waiting control group. Children were assessed on a range of measures pre- and post-test to evaluate the impact of the teaching programme. Results: Preliminary analysis of data from the first evaluation phase will be presented and discussed to compare the progress made in reading, language and speech skills by children receiving the intervention with those who have only received their typical literacy instruction. Conclusion: It is anticipated that the intervention will result in significant improvements in reading, speech and language skills. Future milestones and research questions to be addressed will be outlined, and factors impacting on response to intervention will be considered.

Concurrent and longitudinal predictors of reading comprehension in Down syndrome M. Roch ([email protected]), E. Florit & M.C. Levorato Department of Developmental Psychology, University of Padova, Padova, Italy Aim: Two studies were carried out with adolescents with Down syndrome (DS) in order to analyze in which way the individual differences in reading comprehension are accounted for by reading skills and listening comprehension. Method: A one year follow up study was carried out. Results: In Study 1, 23 individuals with DS and 23 typically developing children were compared on their reading skills, listening and reading comprehension. Individuals with DS showed an atypical profile, similar to that of ‘poor comprehenders’: they performed well in word reading and poorly in both reading and listening comprehension. Study 2 tested the hypothesis that poor listening comprehension might explain the scarce performance in reading comprehension and therefore be a cause of the asynchrony between reading skills and reading comprehension in DS. Ten adolescents with DS were assessed at two points in time on their reading skills, listening and reading comprehension. Reading skills played a marginal role on the development of reading comprehension which was, instead, predicted by listening comprehension. Conclusion: The results of the two studies are discussed and for their educational implications for literacy development in Down syndrome assessed.

Ó 2010 Blackwell Publishing Ltd

Education and employment

Symposium: Behavioural Early Intervention for Children with Autism Are the effects of early intensive behavioural intervention maintained after treatment cessation? H. Kovshoff ([email protected]), R. Hastings & R. Remington School of Psychology, University of Southampton, Southampton Aim: Little is known regarding whether the gains in functioning of children with autism produced through Early Intensive Behavioural Intervention (EIBI) are maintained after intervention has ceased. This study therefore followed up the children who participated in an earlier trial, two years after intervention ended. Method: Of the children who participated in the 2007 study, study 93% were reassessed on all outcome measures. Results: Intervention group (n = 23) versus. Treatment as Usual (TAU) group (n = 18) analyses revealed that gains from EIBI were not maintained after two years. However, because children had received either university-based (n = 14) or parent-based EIBI (n = 9), further analyses explored subgroup outcomes. These revealed that the former had regressed to baseline levels but the latter maintained the gains seen at termination. These differences may have arisen because the parent-managed group had: (i) significantly higher baseline scores on IQ, adaptive behaviour, and autism symptoms than the clinic group and (ii) received many more hours of intervention. Conclusion: Higher functioning children receiving relatively intense EIBI programmes may gain sufficiently from two years of intervention to maintain improvements in functioning for at least two further years. It is presently unclear whether more intensive or longer lasting interventions would produce similar benefits for lower functioning children.

One year outcomes from school based ABA for children with autism R. Hastings ([email protected]), C. Grindle, M. Saville, C. Hughes, K. Huxley, H. Kovshoff & E. Walker-Jones School of Psychology, Bangor University, Bangor, UK Aim: To present outcomes after one year of ABA-based education for young children with autism in a mainstream school setting in the UK. Method: Eleven primary age children with autism (ages 4–6 years at intake) were tested using standardized measures of cognitive and adaptive functioning within the first few weeks of entry into school and again after 12 months for follow-up. Children were educated in an ‘ABA class’ within a mainstream primary school. The focus of the ABA intervention model was to maximize access to the UK national curriculum and to support integration into the mainstream environment. Results: All eleven children had positive changes in IQ scores over the 12 months period and all bar three children achieved positive changes in standardized adaptive behaviour scores. Children matched for age were drawn from the control group of a previous evaluation research project and showed a very different pattern of change over time (mainly negative change in IQ and adaptive behaviour scores over 12 or 24 months). Conclusion: An ABA based model of intervention typically evaluated in home-based settings within the UK to date can be adapted and successfully delivered within a UK school context. There are also considerable practical advantages (e.g., access to same age peers for development of friendships, integration into mainstream classes for academic subjects where an individual child excels) to delivering a specialized intervention model within a mainstream school setting.

Behavioural intervention for children with autism in local mainstream pre-school settings S. Eldevik ([email protected]), E. Jahr, R. Hastings & C. Hughes Behavioral Sciences, Akershus University College, Lillestrøm, Norway Aim: To evaluate the utility of early behavioural interventions provided in local mainstream pre-schools. Method: In 2000, the county of Oslo, Norway opened an early behavioural intervention centre for children with autism. As is the current policy in Norway, children receiving services from the centre were enrolled in their local pre-schools. Children were referred from local education departments and the service model was funded using resources typically provided to support eclectic support for young children with autism. Thus, the behavioural intervention service was provided through a re-direction of existing financial resources. The services included training and supervision of local pre-school staff for the day to day running of the intervention programme. Frequency of supervision and training were at the levels typically recommended for Intensive Behavioural Intervention (IBI) programmes. Results: Outcome, particularly on IQ, was satisfactory compared to recently suggested benchmarks for evaluating IBI programs. Correlation analysis revealed that the only predictors of outcome were weekly intervention hours and diagnosis. Strengths and weaknesses of the model are discussed along with some suggestions for improvements. Conclusion: Early behavioural intervention may successfully be provided in local mainstream pre-school settings.

10.1111/j.1468-3148.2010.00584.x


Journal of Applied Research in Intellectual Disabilities 441

Symposium: Schooling

Symposium: Inclusion

Connectivity as a measure for success: the value of the working relationship in the classroom M. Van Der Haar ([email protected]) Zonnehuisschool, Utrecht, Netherlands

Begin the beginning: the university/school partnership while promoting inclusion A. Lamoglia ([email protected]) Universidade Federal do Estado Do Rio de Janeiro, Rio de Janeiro, Brazil

Aim: To explore the relationship between developmental and self-realisation measures in working relations, in the case of students with ID and the surrounding educational treatment team. It is hypothesized that the stronger (power and quality) the working relationship between a teacher and student, the more complete the student’s development will be. In most Dutch educational settings for students with ID, there is not only a teacher but also another specialized mental healthcare worker involved in the development of the student. This imposes a new challenge in the classroom: the working relationship between the two professionals. This research is the first known example of relating the power and quality of the connectivity in the triad, student, teacher, mental healthcare worker, to developmental and self-realisation outcomes. Especially interesting is the part of the multi-factorial design that defines a tri-angular educational treatment alliance. Method: One hundred and twenty students in various educational settings were screened and followed for three years. Questionnaires were used to indicate the power and quality of the working relationships within the triads. Developmental measures were derived from the cognitive, social, emotional and executional domains, using questionnaires and VAS scales. Self-realisation measures were gathered from observations and interviews with the students and their system. Results: Not yet available Conclusion: Not yet available

Aim: To observe how regular education institutions act to promote the inclusion of children with special educational needs (SEN). Two regular schools have been observed. The children in question attend early childhood education and have different clinical histories. However, all of them have delayed cognitive development. Method: The research team filmed eight children for 3 200 min. Among the criteria under evaluation are: the adequacy of performed activities, the pragmatic aspect of language used with children during the activities, the quality of children’s interaction with teachers, tutors and other children, the results from the activity undertaken by children. Results: A difference has been identified between the assumptions for the inclusion of children with SEN in mainstream education and that which in fact was found in those schools observed. There were not consistent curricular adaptations nor any custom-made activities being carried out with children with disabilities. The assumptions which sustain those pedagogical practices observed are still related to integration, not to inclusion. Conclusion: The levels of support, adaptation and personalization of activities for the implementation of inclusion still need to be extended. The paradigm that the school should teach everybody the same content must be reviewed, so that an alternative content may be introduced to the school and be meaningful to children with SEN.

Exploration of the situation of pupils with ID and communication problems and the use of AAC in schools ¨ lting (dorothea.sickelmann-woelting@ D. Sickelmann-Wo uni-dortmund.de) Faculty of Rehabilitation Sciences, Technische Universita¨t Dortmund, Dortmund, Germany

Educational arrangements, social participation and social acceptance in inclusive schools C. Wendelborg ([email protected]) & J. Tøssebro Center for Diversity and Inclusion NTNU Social Research, Trondheim, Norway

Aim: To explore the situation of pupils with speech disabilities at schools for children with ID and their needs for AAC in the province North Rhine-Westfalia (NRW). Method: Quantitative and qualitative information was gathered in interviews by telephone with 70 headmasters and/or special AAC teachers. In this study (2007–2008) 54% of the schools for children with ID in NRW participated. Results: Ninety eight percent of the responding schools had pupils with communication problems, ranging from 0 up to 80% of the children. Schools had trained AAC teachers financially supported by the government of NRW. These teachers are organizing AAC at schools and supporting other teachers. AAC is considered an important task of these schools. The study offers a comprehensive view on AAC in the school system, gives information about how teachers are dealing with the situation, which strategies are successful and which problems and insecurities they have. Conclusion: Pupils with communication problems need special support and benefit from AAC. However, there is still a serious lack of knowledge and support. Most schools try to establish AAC in everyday live and involve as many teachers and other employees in AAC as possible. There is a strong interest to extend cooperation with therapists, educationalists and family.

Reaching out: supporting learners with Down syndrome in remote Australian communities R. Faragher ([email protected]), J. Burgess, T. Shellshear & M. Gaffney School of Education, Australian Catholic University, Dickson, Australia Aim: Children with Down syndrome (DS) are present in all populations, including remote Indigenous Australians. Meeting the educational needs of children in these communities is complex and the source of major Australian government initiatives to narrow the gap in educational performance between remote and urban settings. When the child has DS, the needs of families, school personnel and the children themselves are even more challenging. This study looks at how communities access support and information and what additional needs remain. Method: This case study used grounded theory to investigate the educational and support needs of children with DS in remote north-western Australia. Data were gathered using field observations, questionnaires and interviews with parents, teachers and teacher assistants. Results: The paper will present findings related to the needs of three groups of people: the children themselves; their parents; and teachers and teacher assistants. The range of difficulties caused by the remote location, including those that are not always obvious to the wider community, are discussed. Conclusion: Children with disabilities in remote communities deserve access to best practice. The results of this study provide insight into the needs of a marginalized group that reflect on the values and social equity beliefs of the wider community. Providing support is not straightforward and this paper makes suggestions relevant to education providers, school personnel and parents.

Ó 2010 Blackwell Publishing Ltd, 23, 440–447

Aim: To examine the relationship between educational arrangements and social participation and perceived social acceptance and peer intimacy among disabled children in regular schools in Norway. Method: The analysis is based on data drawn from surveys of parents of children with disabilities aged 11–13 years who attend regular schools in Norway (n = 236) in addition to 85 Norwegian children with disabilities, 11–13 years old. We have explored the relationships between the variables of interest by means of structural equation modeling (LISREL) in two different studies. Results: The results show that: (i) present educational arrangements may hinder social participation with peers and (ii) type of disability and degree of impairment have no direct effect on degree of social participation with peers, but only indirectly via educational support and classroom participation (i.e., children with ID and/or severe impairments have more educational support and less classroom participation with peers), and (iii) educational arrangements predict social participation in leisure time, which (iv) have a direct effect on perceived social acceptance and peer intimacy. Conclusion: Educational arrangements in regular schools may obstruct the opportunities children with disabilities have for participating and interacting socially during leisure time and may further have a negative impact on their perceived social acceptance and peer intimacy.

Students with mild ID in mainstream, integrative and special schools in Poland G. Szumski ([email protected]) & A. Firkowska-Mankiewicz Institute of Special Education, The Maria Grzegorzewska Academy of Special Education, Warsaw, Poland Aim: To present the results of the survey on the effectiveness of schooling for pupils with mild ID: in special, integrative and mainstreams schools in Poland. Two main research questions were: which educational option is more effective in relation to school achievements and in which option do students feel better integrated socially, emotionally and motivationally? Method: Four hundred and sixty three grade III students of elementary schools of three types. Students were given two achievement tests and a school integration test (Polish adaptation of FDI4-6), composed of: social integration, emotional integration and school motivation subscales. Results: The global achievements in different types of schools do not differ significantly, though comparison of means shows slightly better results of students in integrative schools than in mainstream and special schools. Also the global index of school integration was not significantly different for each type of school. We discovered that only the subscale of school motivation differentiates significantly the three types of schools. Conclusion: The special and integrative options with more special support offered for students with mild ID are not more effective from an academic and social integration point of view than schooling in mainstream schools. These results might hopefully have an important implication for the Polish education system.



Symposium: International Perspectives

Symposium: Developments in the UK

How to fight educational discrimination against people with ID E.G. Catolos ([email protected]) MCL Trisomy 21 Educational Center, Inc., Paranãque, Philippines

‘‘Who do we think they were?’’ A study of children with learning disabilities in mid-nineteenth century Britain D.S. Stewart ([email protected]) Oak Field School and Sports College, Nottingham, UK

Aim: Education is the focus of our concerted efforts and the establishment of infrastructure, specifically an equipped special school/institution, for different kinds of ID. Method: Through a three-pronged-clearly-defined approach, including (i) a clearly defined policy, (ii) a flexible and adapted curriculum, and (iii) an in-service training for special and regular teachers, the principal objective is ultimately to bring children into the mainstream. Results: Different elements of this trend towards inclusion will be analyzed from the practical viewpoint of the professional as well as from the human rights perspective of a parent-advocate. And, with regard to education in general, discrimination against people with ID should be changed - although not radically. Conclusion: The inclusion and mainstreaming of people with ID through the establishment of infrastructures and related factors designed especially for them is the paramount need of the moment.

Aim: This study continues the research on the school in Bath established by the Misses White in 1846. Whilst previous studies have concentrated on the founders and their supporters, the aim of this study was to examine the lives of the pupils not only at the school but in their lives beyond, thus giving them an individual identity. It seeks to establish research methods which can be replicated. Method: Using original material, genealogical study and contact with families, the author has been able to plot the lives of some 20 young people who attended the Bath School. Those recorded in the 1851 census providing the basis. Results: Identification of children and their families indicated not only the range of ability of the pupils but the strata of society from which they came. It has also been possible to indicate why the child had the opportunity to go. Conclusion: By close study it has been possible to give an identity to these early scholars, placing them in a context of their families and the wider society. They have been restored to history. The methods can be replicated for similar groups.

Promoting academic achievement through achievement motivation M. Safdar ([email protected]) Education Dept., International Islamic University Islamabad, Pakistan Aim: To assess the role of teachers in promoting achievement motivation in students and its impact on student academic performance. Such motivation is critical to student academic performance. Method: The study was descriptive in nature; a survey approach was used for data collection. A convenience sample of 140 students participated. A questionnaire was administered to elicit the opinion of respective respondents. Data were analyzed qualitatively and quantitatively (e.g., percentages, mean frequencies, chi-squared tests of difference). Results: Although teachers promote achievement motivation among students during teaching, it is still a weak aspect. Female students have higher achievement motivation and academic achievement than male students. Similarly, urban area students had higher achievement motivation and academic performance than rural area students. Conclusion: Teachers should emphasize the development of achievement motivation among students by providing them opportunities to reflect on their motivation so that optimum outcomes may be attained in the teaching/learning process.

Challenges and solutions concerning ID in Bangladesh M.K. Hossain ([email protected]) Research, Institute of Hazrat Mohammad(SAW), Dhaka, Bangladesh Aim: In a developing nation such as Bangladesh, those with ID face severe societal ostracism. Be it from a social, economic, cultural or political perspective, people with ID face discrimination on all grounds. This paper will discuss the type of discrimination this particular disadvantaged group faces in a country such as Bangladesh. It will describe the obstacles that this group faces in the education sector. The paper will conclude with proposing policies in the following areas: (i) how to encourage children with disabilities and their families to gain education, (ii) the role of religion and faith-based organizations in promoting awareness of inclusive education in communities, (iii) how to extend the provision of services and facilities to provide access to education, and, (iv) how to ensure that government and non-government initiatives recognize their roles in development. Method: Quantitative and qualitative research will be conducted. Primary and secondary sources will be used. Results: Barriers that people with ID face, particularly in education, will be identified. Appropriate solutions will be presented to address these challenges. Conclusion: Policies will be proposed that will raise awareness from political, legal, social and religious perspectives.

Making it happen for everyone: a reflection on changing services for adults with ID D.S. Stewart ([email protected]) Oak Field School and Sports College, Nottingham, UK Aim: With the Review of Valuing People in 2009, this study explores the experiences of a group of adults with ID, including reference to those with PIMD who had been identified in the Review as a marginalized group. Method: There were interviews with 19 adults, group discussions in day care settings and a Quality Network Review focusing on young adults with PIMD. Data and evidence were gathered in reference to the priorities identified in the Valuing People Now review document. Results: The research established that few if any understood Valuing People or had any notion of a Partnership Board. For those with PIMD, there were few services to meet their social needs. For the more able, work opportunities were very few. Conclusions: Whilst this review is to be applauded, our local evidence demonstrated that many adults are isolated and have few opportunities to establish friendships and relationships. Social isolation seemed to exacerbated by issues of hate crime and bullying, attitudes of staff and transport. Access to health and leisure needs much greater co-ordination.

Listen to us: involving young people with learning disabilities in the creation of resources for sex and relationship education S. Bustard & D.S. Stewart ([email protected]) & Students of the School Oak Field School and Sports College, Nottingham, UK Aim: To evaluate the impact of student involvement in the development of two resources; Living Your Life, a teaching resource, and Your Child’s Right, a book for parents. Students were empowered to have a voice in the content and style of the resources. Method: There were five meetings for students in the development of resources, in which their views were sought on a wide range of issues involving content, priorities, examples to be included and pictorial resources. Staff working with the groups were able to record and monitor the student contribution. Results: The final products demonstrate the strength of the student input. There are now much greater explicit detail within the modules enabling staff to provide much clearer education. Input into the parent resource enabled them to inform parents of the importance of this education. Conclusions: Student participation in the creation of resources, in particular in relation to more sensitive areas of the curriculum are invaluable, demonstrating that they are keen for clear, sensitive and supportive education.

Inclusion of the deaf child: the importance of Brazilian language signs in school A. Villela Mafra Da Silva ([email protected]) Specialization Course in Special Education, Federal University of Rio de Janeiro, Rio de Janeiro, Brazil Aim: To analyze the inclusion of deaf students in elementary public schools in Brazil, and the form of communication used in the classroom. Method: The research involves interviews with deaf students in Brazilian Sign Language, with the teacher of the class selected, and with a family of deaf students. Data were collected by instruments and on-site observation and were interpreted qualitatively. Results: The unpreparedness of the school to receive the deaf student and the lack of access to a means of communication prevents deaf students advancing in their schooling, and disrupts the elementary school by the lack of educational structure. Conclusion: The educational process in school is defined by the relation established through language. If one seeks to understand the deaf community with its own identity and language, it is essential to understand the language of the deaf. The use of Brazilian sign language ensures the acquisition of reading and writing of the deaf child.




Symposium: Specific Learning

Symposium: Secondary and Tertiary Education

Gifted and talented in dance: evaluating the impact of identification and support of students with learning and physical disabilities P. Russ ([email protected]) & D. Stewart Dance4, Nottingham, UK

What about us? Working with young people to improve their experience of school and college life A. Fergusson ([email protected]) & R. Byers Centre for Special Needs Education and Research, School of Education, University of Northampton, Northampton, UK

Aim: As part of the DCSF’s Pathfinder Programme for gifted and talented in dance, the aim of this project has to been to establish strategies to identify and provide progression routes for students with disabilities in line with the opportunities provided by the Centres for Advanced Training for Dance, recognising a present gap in provision. Method: Working with students at Oak Field School and other schools in Nottingham, Dance4, our International Dance Agency, and research collaborators, Laban Trinity and Candoco Dance Company, established research tools to evaluate the identification process for gifted and talented students. Students were actively involved in self-assessment. Results: Identification of students has enabled appropriate programming and progression for students. This knowledge has enabled other CATS to identify students and evaluate their provision for disabled students. Conclusions: By identifying gifted and talented students, appropriate programmes of support and development can be provided which will enable entitlement of access and possible opportunities for employment.

Aim: This work focused on developing positive ways to promote the emotional well-being of young people with learning disabilities in inclusive educational settings in England. Method: A participative action research project was undertaken with young people with learning disabilities in nine secondary schools and colleges in three regions of England. The young people themselves were involved as partners in the research, suggesting ways to overcome barriers to inclusion. A reference group of people with learning disabilities worked with the research team, giving insight and trialling research tools. Results: As co-researchers, the young people with learning disabilities were able to make changes in their own schools and colleges to enable them to feel safer and more included in their educational communities. Conclusions: All of the young people engaged in the action research were able to effect real and meaningful change. Quality of life, sense of belonging and inclusion were all improved for the young people both because of the changes they made in their schools and colleges and as a result of being actively involved in the processes of consultation, research and change.

The characteristics of learning planning functions and implementation among students with and without learning disabilities B. Shrieber ([email protected]) & O. Hetzroni Special education, Kibutzim College, Tel-Aviv, Israel Aim: To identify the characteristics of learning planning functions and implementation of students with learning disabilities, studying in higher education institutions, and to investigate if these functions differ from those of students without learning disabilities. Method: Participants comprised 415 students in their first year of studying in higher education institutions (universities and colleges), ages ranging between 18–40 years. 171 students with learning disabilities (LD), with and without ADHD, and 244 students without LD. Regarding learning planning functions and implementation, a self-report questionnaire was designed for the study. Results: (i) Learning planning functions and implementation identified in the present study are: motivational factors, learning planning, planning implementation functions. (ii) Students with learning disabilities reported lower levels of functioning, in all learning planning functions and implementation, than their peers without learning disabilities. Conclusion: Students with LD do worse than students without LD on learning planning functions and implementation. Until today, research concerning learning disabilities focused on the basic competencies, such as reading, writing and social skills. This study may lead to different factors that characterize the learning difficulties of students with learning disabilities.

Learning about disability in second life S. Balandin ([email protected]), J. Molka-Danielsen & K. Vee Molde University College, Molde, Norway Aim: To explore if students perceived that learning about ID using video and a range of activities in a virtual world was more meaningful than regular classroom learning. Method: Seven students participated in a range of learning activities. They watched four short videos, one by a woman with Down syndrome, one by a man with Asperger’s syndrome and two by people with cerebral palsy. Students then engaged in activities in Second Life including finding their way to a designated area and wheelchair racing, and interacting with two of the four people involved in making the videos. Some of these activities required skills that they did not possess, consequently they needed high levels of support. They then reflected on the videos and their own learning experiences in a discussion group in Second Life. Results: Data analysis is currently in progress. Preliminary analysis indicates that the students perceived the videos both meaningful and instructive. Watching video presentations prepared by people with disability gave them new insights into the abilities of those classified as having disability. Students found learning to use Second Life challenging. Conclusion: Second Life offers a new learning medium with potential for students and people with ID to interact equally and learn together. We will present the complete analysis of our data and some suggestions on how Second life can be used to promote learning and understanding within education about ID.


A parental view on inclusive third level education C. Devaney ([email protected]) & P. Ryan School of Political Science and Technology, Galway, Ireland Aim: This paper presents the results of research carried out with parents of young people with ID. The focus of the project was to hear family member opinions on an inclusive approach to third level education for adults with ID. This research was carried out parallel to a complementary research process undertaken with young and older adults which is outlined elsewhere. Method: The research was jointly conducted by a parent and a researcher from the Child and Family Research Centre, NUI Galway. An open invitation was sent to all parents involved in support services with an emphasis and expectation that all parents and service providers would ‘spread the word’. Five focus groups were held in four counties in the West of Ireland. Results: All participants were very interested in the possibility of a new inclusive option of third level education becoming available to their family members. The majority of family members had attended mainstream second level education and had few worthwhile options available on its completion. Positive feedback on the proposal to develop an inclusive programme and specific information on requirements was provided by participants. Conclusion: An inclusive approach to hearing the views of families led by a parent yielded rich and enlightening data on the challenges and aspirations in ensuring a full and inclusive educational experience for young people with ID.

Supporting civic engagement of people with ID through 3rd level education B. Casey & E. Tierney ([email protected]) Child and Family Research Centre, National University of Ireland Galway, Ireland Aim: To develop a partnership pilot project to support the civic engagement of people with ID disabilities through access to 3rd level education at NUI Galway. Method: A core principle of the pilot is to provide an opportunity for people with ID were held. In advance of each focus group, easy-to-read information was provided outlining the purpose of the focus group and consent issues. The focus groups explored each person’s understanding of university and the benefits and challenges involved. Results: The majority of participants understood what college is all about and their reasons for wanting to, or not wanting to, go to college. The participants who expressed an interest in college want to have the full college experience – involvement in the academic, social and cultural activities of the college. They also want to be in classes with all students. They are very aware of the challenges involved and the supports needed to overcome these. While many participants had particular subjects/career options in mind, they also expressed an interest in learning something new and were prepared to face new challenges. Conclusion: The knowledge gained from these focus groups will be crucial to the rollout of a pilot that meets the needs of the students with ID and will inform the development of core modules for a curriculum for the pilot.



Symposium: Transition

Symposium: Transition

Transition of students with ID from education into post-school options in Ireland D.D. Chadwick ([email protected]), P. O’Brien, E. Garcia Iriarte, P. Curry & N. Lally National Institute for Intellectual Disability, Trinity College, Dublin, Ireland

Transitioning school leavers into employment C. Connor ([email protected]) Job Centre Australia Ltd., Gosford, Australia

Aim: Recent changes in disability policy in Ireland have called for individualized education plans, inclusion of students with ID in decision making and inclusive education. Little evidence exists about the implementation of these policies. This study aimed to investigate current provision for students with ID regarding transition, the options available to them when schooling ends and the challenges to successful transition outcomes. Method: A mixed methods approach was employed, involving focus groups with teaching staff, family members and students with ID (n = 74), and a national survey of school-based staff involved with senior students with ID (n = 310). Collected data were analyzed thematically and descriptively. Results: The quality of transition planning and preparation varied considerably within the Irish educational context. Standardized transition procedures appeared lacking and awareness of transition options and procedures was limited. The main post-school options available were transition into disability services and specialized courses. Transition into employment rarely occurred. Transition to third level settings was seen as an aspiration but not readily practiced. Conclusion: The findings have implications for earlier and more integrated development within and between schools, government and community organisations. The policy and practice implications of transition for post school options in Ireland will be outlined.

Rolling out university inclusion throughout Ireland for people with ID N. Lally & P. OBrien ([email protected]) National Institute for Intellectual Disability, Trinity College Dublin, Dublin, Ireland Aim: This study explored how a one year certificate programme for students with ID could be transferred from Trinity College Dublin to other third level institutions throughout the Republic of Ireland. A pilot was undertaken at two institutions where students undertook an introductory twelve week module. Method: Throughout the pilot programme students, family members and tutors participated in respective focus groups at six and twelve weeks. Open, axial and selective coding identified themes that were then compared across the two time periods. Results: Personal growth and development was a major theme to emerge from the pilot study. The experience for students was a deepening of their abilities to claim their educational rights, advocate for university infrastructure change, experience different modes of learning, as well as increased confidence in working as a team member. For family members, growth came from letting go to enable their sons and daughters to become more independent. For tutors, development related to gaining new facilitative teaching strategies as well as changed attitudes. Conclusion: The pilot demonstrated that innovation associated with the enrolment of students with ID in university settings can be transferred successfully from one third level institution to another. Inclusion within this study was an experience that changed lives for the participant stakeholders.

Including students in undergraduate classes within a university setting P. M. O’Brien ([email protected]), J. Kubick, D. Espiner, B. O’Connor & M. O’Keeffe Centre for Disability Studies, University of Sydney, Sydney, Australia Aim: This paper explores how young people with ID studying a 12-month Certificate in Contemporary Living (CCL) course were included in undergraduate classes at Trinity College Dublin. The views of students, their lecturers and peer mentors are reported. Method: Each student (n = 7) chose to attend lectures at the undergraduate level in a particular discipline of interest. The lecturers sought to adapt their teaching strategies to be inclusive of the students multiple learning styles. Peer mentors were asked to support students before, during and after class, and share some social time on campus. Data were collected via student and peer mentor focus groups and individual interviews with lecturers. Coding of the data led to triangulation of the emerging themes. Results: The findings revealed that all three participant groups perceived that they had grown in increased competence. For the lecturers, it was associated with implementing adapted teaching materials; for the peer mentors, it was associated with relating to people with disabilities; while for the students, they reported being more confident to ask questions in class and to approach the lecturer after the class for clarification. Conclusion: This study showed how people with ID can be supported to take their rightful place within a university setting studying the same course content with teaching adaptations to reflect multiple learning styles.

Aim: To present the organisational results of a Transition-to-Work (TTW) State government funded programme and its success partnering with a Disability Employment programme funded federally in Australia. Method: This is not a scientific study but the results from Job Centre Australia’s commitment and excellence in programme design and delivery. However, it will show the development of the programme and methods used. We also report on the results from our commitment to student inclusion, particularly in the area of the design and setout of the training facility. Results: The new TTW programme commenced in 2005 and Job Centre Australia, a not-for-profit community based disability employment service, was awarded a license to train and transition nine school leavers with a disability. At the start of 2010, there are now 72 new students accessing the programme. During the last five years, 181 students have successfully attended the programme with exceptional results. The TTW program is funded for a two year period per student and funding can be extended. Conclusion: The use of two different methods of funding, from different government bodies, with a common goal of finding employment and independence for young people with a disability works exceptionally well.

An evaluation of a transition process to a specially designed day programme environment N. Baum ([email protected]) & M. Edwards Mukibaum Treatment Centres, Toronto, Canada Aim: This study was conducted to evaluate the carefully planned transition of a day treatment programme to a new environment. The treatment programme, serving 75 individuals with complex disabilities including dual diagnosis and autism, was transitioned from a small, cramped space to a state of the art facility specially designed to meet the needs of the individuals served. Method: Data collection was conducted in three stages: pre transition, during transition and post transition. At each stage, assessments were completed by staff and the individuals served. Assessment areas included: behaviour (ABS-RC2), sensory needs (Short Sensory Profile) and quality of life. Results: The data reflect the difficulties of transition for this population while revealing the benefits of a well planned process and a well designed environment. Conclusion: Recommendations and lessons regarding transitions are presented. The ways in which results have been used to directly inform programming and planning for individuals served demonstrate the possibilities for the practical applications of research in a community setting.

My life when I leave school transition project C.A. Gladstone ([email protected]) School of Educational Studies & Human Development, University Of Canterbury, Christchurch, New Zealand Aim: This paper presents the ethical, procedural and methodological issues related to the setting up of a research project comprising two young people with ID and a practitioner researcher who form a research team. They come together as co-researchers in a shared goal to explore what control, choice and ability to self-determine students with ID have over the process of transition from school to post school life. Method: A multi-method approach was adopted, deploying a range of interconnected approaches: co-researcher’s diaries, focus groups and survey. Results: Findings from the project found that student’s goals and aspirations were mostly the same as any other young person making the move from school into adulthood. They saw employment as important in giving them status. Many were eager to leave school and saw this as a real opportunity to get a job, start a career, be an adult, live independently, keep their friends and have money. Six factors are presented that need to be taken into account when promoting meaningful collaboration between co-researchers with ID and without: (i) the relational dimension, (ii) the logistical dimension, (iii) time dimension, (iv) capacity, (v) commitment, and (f) training. Conclusion: This research adds to the knowledge base and provides practical solutions on how to meaningfully involve young people with disability in the research process.




Symposium: The Challenges of Developing IASSID Academy Workshops and Courses in Low and Middle Income Countries, Part 1

Symposium: The Challenges of Developing IASSID Academy Workshops and Courses in Low and Middle Income Countries, Part 2

The IASSID Academy: development and challenges R. Brown ([email protected]) University of Toronto, IASSID Academy, Toronto, Canada

Emerging economy and distance learning in gerontology R. Lucchino ([email protected]) Institute of Gerontology, Utica College, Utica, USA

Aim: This paper sets the scene for the presentations and discussion which follow. Method: The paper first describes the need for an IASSID Academy. The nature of pre and post conference workshops and stand alone events are described. Then follows a brief description of the many workshops carried out to date involving around 2 000 enrollees in places like Mexico, Singapore, Malaysia and China. Results: The Academy has developed a process to set up, approve and negotiate workshops and involve IASSID members from the SIRGs. Each workshop is evaluated and this information is summarized. Conclusion: The Academy faces challenges internally and externally. These include such issues as the perceptions about an Academy, the range and design of workshops, the involvement of education, teaching and pure and applied research, as well as the need for follow-up events in the countries involved. To do such work effectively, the Academy believes it is essential to take into account the needs and requests of the potential audience and leadership in different countries. These differ from country to country and should reflect sensitivity to cultural, individual as well as the values and knowledge base of the disabilities field in the countries concerned. The following papers illustrate at a practical level our experience to date.

Aim: Over the last decade, web-based distance learning has become a powerful educational tool in dissemination of knowledge and skill content across a spectrum of learners, from students to practitioners in the USA and Europe. Method: Recently, an international gerontology conference sponsored by Andhra University in Visakhapatnam, India, demonstrated that distance learning (focusing on gerontology) has not penetrated India’s higher educational system. Results: Many of the presentations had a common thread: to provide gerontology training to their pre-service students and professional health and social care providers. Centres on ageing that utilize distant learning as a tool to train students and professionals on ageing concerns are lacking in India. Using distance learning programs from the USA is usually not culturally appropriate. Conclusion: This presentation will examine the commonality that transcends culture and illustrates how the USA can help the emerging economy countries in developing distance learning programs in gerontology.

Training in low and middle income countries: research evidence A. Hassiotis ([email protected]) Mental Health Sciences, University College London Medical School, London, UK Aim: There is increasing demand for teaching on ID to be provided to low and middle income countries. Method: Literature review to identify papers that describe such teaching, its aims and objectives and evaluation. Results: Description of the findings in terms of: (i) number of papers identified, (ii) type of teaching provided, (iii) organisations involved, (iv) evaluation or any mention of impact of the work, and (v) whether the programme is ongoing or one-off. Conclusion: Summarizing of outcomes and consideration of challenges and other issues associated with international educational programmes. There may be further opportunities to develop research programmes and increase local skills to improve practice for people with ID.

Practical issues to develop Academy workshops and courses in developing countries G. Fabila ([email protected]) Integral Rehabilitation Center for People with Multiple Disabilities, National Autonomous University of Me´xico, Mexico City, Mexico Aim: The social movement of people with disabilities is not very strong in the majority of low income countries; that is one of the reasons why the issues and rights of people with disabilities are not a priority for many governments. Method: The Academy has provided knowledge to professionals, government leaders, people with disabilities and their families The dissemination of science needs to be matched by wider work to engage leaders of social movements of people with disabilities, their families, the professionals and the society in general. IASSID, as an organization, should promote awareness about quality of life in many aspects, but very specially for vulnerable groups like people with multiple disabilities, that even now are ‘the forgotten citizen of the world’. Results: The work of the IASSID Academy can be delivered locally, in regional or international congresses or even with continuity by ‘Skype’ which increases dissemination in our countries and offers continuity following on from seminars that have already been given. Conclusion: Every country requires an organizing committee, and to work by e mail, phone or Skype with Academy members to decide the programme, select the themes and specify the activities. The majority of topics will be related to the reality and necessities of the host country (education, early intervention, work , discrimination, augmentative and alternative communication, quality of life etc).


How to make training relevant for local people: experiences in Ipoh, Malaysia N. Jokinen ([email protected]) & I. Brown Centre for Education & Research on Aging & Health, Lakehead University, Thunder Bay, Canada Aim: This presentation summarizes the experiences and lessons learned by two Canadian presenters of IASSID Academy workshops in Ipoh, Malaysia. Method: The presenters discuss positive outcomes of their workshop experiences, as well as the challenges they faced that were organizational, cultural, and conceptual in nature. Results: The IASSID Academy plays a critical role in building relationships with local organizations that can host the workshops and supporting volunteer presenters. The art of matching expertize of workshop leaders with needs of host organizations and local disability professionals takes considerable time and organizational skills. Communication and dedicated staff at the host organization before, during, and after the workshops are also needed to ensure success. Volunteer presenters should critically reflect on cultural differences and adapt materials as required to meet needs. Conclusion: As discussed in this presentation, the experience can be professionally rewarding and a number of lessons were learned which should be useful for future workshop endeavors.

ID and the emerging economies: the China experience R. McConkey ([email protected]) School of Nursing, University of Ulster, Newtownabbey, UK Aim: People with ID are among the least served by governments and NGOs in the world’s poorer nations. A major contributor is the lack of knowledge among health and educational professionals as to how this disability can be ameliorated. Method: This paper identifies key personnel to be targeted and priority topics to be addressed. Results: A number of promising approaches are proposed, based on experiences in various African and Asian countries, most recently China. Conclusion: Ultimately an important outcome is to nurture an indigenous research and development capacity in relation to ID within these emerging economies. Moreover, as Europe becomes increasingly multi-cultural, such insights will enable services in European countries to become more adept at supporting families and communities from diverse cultures.



Symposium: Employment 1

Symposium: Employment 2

Evolution of supported employment in Spain (1995–2010) and adjustment to EUSE quality standards F. B. Jordań de Urrıés ([email protected]) & M. A. Verdugo INICO, Universidad de Salamanca, Salamanca, Spain

Can serious games be used to teach employment skills to people with ID? D. Brown ([email protected]), D. Stewart & P. Standen Computing and Technology Team, Nottingham Trent University , Nottingham, UK

Aim: This paper presents a series of quantitative studies about features of Supported Employment (SE) in Spain, from 1995 to 2010. In the last two studies, the global adjustment of programmes to the European Union Of Supported Employment (EUSE) Quality Standards were also authors evaluated. Method: The first studies were based on a post and telephone national survey for all SE programmes. More recent studies were based on an Internet survey of all organizations participating in the national ECA Caja Madrid programme (ECA-CM), covering almost all the SE service providers. Results: There is a progressive increase in the number of organizations (202) and users 23 342. Some of the practices developed are not enough to ensure long term support, evaluation and quality assurance. Users are more diverse year by year, opening opportunities to people in social exclusion risk. Private national funding provided by ECA-CM has been essential for SE development and growth. The global level of adjustment to EUSE quality standards was high (above 75%) for the total group of service providers. Conclusion: Funding of SE through the ECA-CM has increased the number of service providers and number and type of users in last five years. National regulation must be evaluated and reviewed. Practices must be improved to ensure medium and long term support on job sites. Results and quality must be evaluated by structured procedures. Although global adjustment to EUSE quality standards is high, important improvement could be still made.

Influence of disability benefits on employment access and job activity for people with disability F. B. Jordań de Urrıés, M. A. Verdugo & M. C. Benito ([email protected]) INICO, Universidad de Salamanca, Salamanca, Spain Aim: This paper presents a quantitative and qualitative study regarding the effect of disability benefits (DB) on employment status and access to the job market for people with disabilities in Spain. Method: Data were gathered for this study using quantitative and qualitative methods. Quantitative data were gathered via a questionnaire that was sent either by post or email to a wide range of organizations. A sample of 2,259 respondents was obtained. Simultaneously, 5 focus group sessions were organized. Results: Persons with disabilities that receive contributive or non-contributive DB have higher levels of unemployment than the rest of the population of people with disabilities. Additionally, while people with disabilities that receive DB are primarily inactive, those that receive no DB are primarily active. Conclusion: The results obtained should be a cause for reflection regarding currently established social protection and promotion policies. Therefore, a more flexible scheme should be considered that allows the compatibility of DB and employment, permitting greater income margins which would establish income levels that allow people with disabilities to live autonomously as well as permitting full integration in society. This flexibility should be accompanied by concrete incentives that encourage people with disabilities to seek employment and to break the inertia of inactivity that characterizes this group of people.

The impact of supported employment on quality of life: results of a national programme in Spain M. A. Verdugo ([email protected]), F. B. Jordań de Urrıés, B. Orgaz, M. C. Benito, R. Martıń-Ingelmo, N. Ruiz & M. Santamarıá INICO, Universidad de Salamanca, Salamanca, Spain Aim: This paper presents a group of studies related to supported employment (SE) and quality of life (QoL) developed by INICO from 2005 to 2008 in the national programme ECA Caja Madrid (ECA-CM) for SE initiatives. The objective is to analyze the impact of SE on QoL and variation over time. Method: To analyze impact, a measure of QoL was taken for all the participants in ECA-CM just after getting employment. To analyze variation, this same measure was taken in following years while the participant was working and participating in ECA-CM. Different QoL evaluation approaches were used gaining perceptions of users and professionals. Measures were analyzed for people with disabilities and people in social exclusion. Results: Higher results in QoL compared with standards were found for the ECA-CM participants in nearly all domains, except physical and material well being, where the rates for socially excluded people were lower. Users with lower age and without health issues reported higher emotional and physical well-being. Users with a low to medium level of disability and those who live independently perceived a higher level of selfdetermination. Finally, those without adaptations in their workplace perceived themselves to be in closely similar conditions to their coworkers, and felt more respected by them. Conclusion: ECA-CM impacts positively in getting ordinary employment and improving QoL. Besides that, some conclusions will help to enhance the functioning of the programme and the work of organizations.

Aim: To develop and evaluate a range of serious games to teach prevocational and vocational skills to people with ID and additional sensory impairments. Method: A user sensitive approach was taken to the design of the serious games, based on a user, task and environmental analysis carried out in the UK, Greece, and Bulgaria (EU project GOAL). These games were developed using a range of game programming tools in Flash, using contemporary games engines (e.g., Half Life 2 Source Engine) and the Android Operating System for mobile phones. A mixed methods approach was used to evaluating the games: both quantitative (in game scores related to employment skills, time spent engaging with the game, etc.) and qualitative methods (reports of changes in confidence, self esteem, etc.) as measures of the important underlying employment related skills. Six weekly sessions were undertaken in each pilot site, of which there were ten in total across three countries. A series of in-depth case studies were also carried out. Results: The qualitative and quantitative results have been variously reported for this project. This presentation will concentrate more on the six in-depth case studies. Outcomes included two of the participants actually getting a job, whilst others reported increases in employment related knowledge and self esteem. Conclusions: Development of work related serious games and accompanying supporting materials have proven successful in developing work related skills in our target audience.

Partnerships: government, private Industry and NGOS to create real jobs for people with disabilities M. T. Collard ([email protected]) & T. A. Perl CHIMES, Baltimore, USA Aim: Provide meaningful employment opportunities with competitive wages in inclusive environments for people with disabilities. Method: Collaborate with government entities and private industries to identify employment opportunities that provide meaningful paid work through set a side contracts on a state and federal level. Recruit people with disabilities from community rehabilitation programmes in local communities. Provide appropriate training and supports for people with disabilities. Results: More people with disabilities are employed with an associated reduction of dependence on social benefits. The self esteem of people with disabilities is enhanced because they have real jobs with paychecks. Some people do move on to competitive employment. However, some people elect to stay in the programme because the wages and benefits are better. Conclusion: The key to success is building relationships built on trust and confidence. Effective implementation promotes confidence among government entities that the work will be done according to contract specifications. Community rehabilitation programmes work collaboratively when there is no competitive threat. People with disabilities are confident that support will be provided to promote their success.

Exploring the views of employees with ID on themes relevant to well-being at work using photovoice A. Akkerman ([email protected]) Promens Care, Assen, Netherlands Aim: To explore the themes relevant to subjective well-being in open and sheltered employment from the perspective of individuals with ID. Method: A qualitative research method named photovoice was used. Young adults with a moderate to mild ID take photographs of their work environment to record the aspects they consider significant for their well-being at work. This is followed by an in-depth interview with each individual about their pictures. Results: Transcripts of the interviews are analyzed to identify the themes relevant to well-being at work. In this presentation, these results will be outlined. Aspects positively or negatively contributing to well-being at work will be discerned and findings for open and sheltered employment will be compared. Conclusion: Implications for workplace support will be discussed. I will also reflect on the use of photovoice as a means of actively involving people with ID in research.


Education and employment/Empowerment, rights and ethics

Symposium: Employment 3 Using a cost: benefit framework for supported employment policy and practice: an analysis of two UK agencies S. Beyer ([email protected]) Welsh Centre for Learning Disabilities, School of Medicine, Cardiff University, Cardiff, UK


Symposium: What do we mean by Inclusion? A Theoretical Exploration A transformatory ethic of inclusion: presenting an overview J.R. Clapton ([email protected]) Griffith Institute of Health & Medical Research, Griffith University, Logan, Australia

Aim: Supported employment provides a route to community jobs and inclusion for people with ID. This paper describes a comprehensive cost benefit framework for supported employment and illustrates it with findings from a study of two UK agencies with day service comparators. Differences in outcomes between agencies illustrate common issues in practice effectiveness. Method: Financial costs and flow backs are calculated for two agencies from worker, local authority and taxpayer perspectives. Net cost benefit is calculated compared to local day service cost. Results: Net savings per person to taxpayers was £3 564 and £6 894 for the supported employment agencies, compared with costs of local day services. Approach to blending of wage income and benefits influenced taxpayer benefits. Workers were 55% and 95% better off in employment. Carry over of non-contributory welfare benefits into employment, effective welfare benefit advice, job diversity and hourly wage rates (job quality) were crucial to worker outcome. Cost to local authorities of supported employment was 72% and 48% of day service cost respectively. Differences related to client-to-job-coach ratios (staff efficiency) and client characteristics. Conclusions: Cost benefit analysis is important for the development of effective government policy, and also to guide effective supported employment agency practice. Effectiveness is related to client welfare benefit profiles as well as ID.

Aim: This paper presents conceptual research that addressed the question: How ethically defensible is the notion of inclusion in relation to people with ID? A socio-ethical critique specifically within a Western Judeo-Christian context was undertaken. Method: Socio-ethical fabrics were analysed to explore how exclusion and inclusion are embedded, Intersections between disability theories and practices and their relationship to two controlling ethics were explored. A contextual applied ethics framework was then applied to map four dominant forms of inclusion: profound exclusion, technical, legislative and ethical inclusions. Results: Socio-ethical fabrics of profound exclusion, technical and legislative inclusions were identified as being constructed by traditional patriarchal moral philosophy and theology. An ethic of anomaly and an ethic of normalcy were seen as intrinsic to the structure of a socio-symbolic order that sustains moral exclusion. For ethical inclusion, feminist scholarship offered relational and contextual moral frameworks from which exclusion is countered. Conclusion: A transformatory ethic of inclusion can rupture excluding boundaries for ethical inclusion but two key components were revealed: (a) the ways that traditional ethical frameworks actually sustain moral exclusion, and (b) that, when such a rupture takes place, the exclusion – inclusion dualism became ethically redundant. Hence, is ‘inclusion’ in fact a ‘good-enough’ ethical aspiration for people with ID?

The role of supported employment agencies in promoting health of people with ID E. Vigna ([email protected]), S. Beyer & M. Kerr Welsh Centre for Learning Disabilities, School of Medicine, Cardiff University, Cardiff, UK

Inclusophobia: the pathology of the many and ‘the fabric of integrality’ C. Goodey ([email protected]) Centre for Studies on Inclusive Education, London, UK

Aim: This study examines the role of supported employment agencies in promoting health of people with ID in real jobs. The research approach is novel, focusing on agency support strategies used to prevent high risk behaviours and promote access to company health promotion activities. Method: A web questionnaire was sent to 300 UK supported employment agencies. The activities of assessing, training and ongoing support were evaluated in the light of health and well-being promotion initiatives. The survey evaluates the agency’s awareness of the problems of people with ID (eating habits, smoking, alcohol misuse, abuse of drugs, social difficulties). Coping strategies used by agencies to address health problems were investigated. Results: The paper describes levels of awareness of health among supported employment agencies, the health issues workers face, the kinds of health promotion assistance agencies delivered directly, and with employers and the extent to which supported employment agencies play a mediating role in health promotion at work. Conclusion: The paper identifies implications for agencies in improving their role as mediators in promoting healthy lifestyles for employees with ID, as required by recent UK government policy.

Measuring quality of work life in employees with ID C. Jenaro ([email protected]), N. Flores, V. Vega & M. Cruz Psychology, INICO, Universidad de Salamanca, Salamanca, Spain Aim: To help explain components that determine the quality of working life of employees with ID. Method: The present sample was composed of 507 workers with ID from eleven sheltered workshops and six supported employment initiatives in Spain. Routine descriptive statistics were used to analyze the sociodemographic characteristics of the studied sample. Alpha indices were calculated to determine internal consistency of each measure. Pearson’s correlations were calculated between independent and dependent (quality of working life) variables. On the basis of these preliminary analyses, we conducted several multiple regression analyses. Measures utilized were the Job Content Questionnaire and the Survey on Job Satisfaction. Results: Demands are negatively and significantly associated to quality of working life, whereas support resources (both organizational and interpersonal) are positively and significantly associated to quality of working life. Quality of working life is explained by elevated support from supervisors and coworkers. Conclusion: Results from this study confirm the multidimensional nature of quality of working life and the impact of job demands and available resources on perceived satisfaction with job for workers with ID. Supports constitute a useful strategy to reduce the imbalance between job requirements and individual capabilities.


Aim: Work on the conceptual history of ‘ID’ reveals that it is not a stable crosshistorical entity but a status concept, dependent on a social consensus that shifts radically from one era to another. In the long historical term, the only constant that underlies these shifts is a fear of pollution, on the part of an in-group: in modernity’s case, the group of the ‘intellectually able’. Can we use our understanding of this to guarantee integrality of the social fabric? Method: Historical research. Results and Conclusion: Not relevant.

Inclusion how? Theoretical approaches to inclusion T.A. Stainton ([email protected]) Centre for Inclusion and Citizenship, University of British Columbia, Vancouver, Canada Aim: This paper will explore the different meanings of inclusion from a sociopolitical perspective. It asks the questions: (a) when we talk about inclusion, exactly what do we mean by this?, (b) what is the basis of inclusion from a moral and legal standpoint? and, (c) what are the ramifications of different theoretical or philosophical perspectives on inclusion for the lived experience of people with disabilities? Method: The paper will draw from moral and political philosophy to outline three competing approaches to inclusion: (a) inclusion as equality of opportunity, (b) inclusion as contending difference, and (c) inclusion as recognition of difference and equality. Results: In the first case, it is argued that traditional liberal equality of opportunity cannot lead to meaningful inclusion as if fails to recognize difference which requires differential treatment in order to participate as full and equal citizens. In the second scenario, difference is recognized but remains difference and hence does not address the need for accommodation. The latter approach offers a combination if you will of liberal equality coupled with recognition of difference, implying an obligation on the part of the state to address and mitigate those aspects of difference which preclude equal citizenship. Conclusion: The paper concludes that some form of liberal equality coupled with difference recognition is required for meaningful inclusion.