Search

Introduction: This research focuses on the barriers and supports that influence the development of affective-sexual relationships as perceived by a group of people with intellectual disabilities. Method: 14 adults with intellectual disabilities participated in the study, and focus groups were conducted over 4 sessions. These were recorded and transcribed. The results were grouped into 7 themes: policy, professionals and services, families, friends, partners, the disabled people themselves and society. Results: Participants criticise the lack of knowledge about disability policy; they emphasise that they do not receive enough support from professionals, while describing the rules of support services as limiting; families are perceived as conditioners of sexuality; they highlight the difficulty of forming friendships and denounce society's prejudices, among others. Discussion: In recent years there has been a paradigm shift towards recognising the right of people with intellectual disabilities to have intimate relationships, but they continue to face denial of their "intimate citizenship". Analyses and changes in different areas of people's lives are proposed in favour of greater respect for Convention on the Rights of Persons with Disabilities (CRPD), especially in relation to sexuality. [ABSTRACT FROM AUTHOR]

In this project, couple relationships between adults with intellectual disabilities were analysed, with the aim of detecting training needs for the management of their conflicts, using a mixed methodology, combining a descriptive study of a 40-item survey and interviews. The questionnaire is based on the heuristic quality of the life model of Schalock and Verdugo (2002/2003), structured in 8 dimensions, which was completed with an interview. The sample included 52 people with intellectual disabilities from different Integration Support Centres and associations of the Principality of Asturias, in the 20-54-age range, and who were in a heterosexual relationship at the beginning of the study. The analyses carried out were the central tendency and dispersion statistics for each variable, and the contrast statistics between the responses based on sex, type of housing and cohabitation, using Student's t for independent samples. The quantitative data were complemented with fragments from the interviews to comment on the results of the questionnaire. The results led to the conclusion that people with intellectual disabilities have serious difficulties in creating a solid bond with their partner and managing everyday conflicts. [ABSTRACT FROM AUTHOR]

Creativity is important in the life of the human being because it allows us to create new ideas and different points of view. For people with intellectual disabilities, creativity is a very valuable tool that stimulates divergent thinking, promotes self-esteem and helps them develop communication and social skills, which will allow them to better integrate into society. This paper aims to analyze the creative potential in people with intellectual disabilities between 17 and 27 years old and compare it with people without intellectual disabilities. The design of this research belongs to the ex post facto quantitative paradigm. The sample is made up of a total of 84 participants with and without intellectual disabilities, who have been administered an adaptation of the Torrance Test (1974), which allows us to measure creativity based on 4 dimensions: fluency, originality, flexibility and elaboration. The results indicate that people without intellectual disabilities have greater creative potential, which allows us to conclude on the need to promote the development of this capacity in the educational field, being one of the aspects that must be present in the interventions of people with intellectual disabilities. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Data from the World Health Organization indicate that the unemployment rate for people with disabilities can reach 80% in some countries. In Western societies, employment for people with physical or sensory disabilities is settled through inclusive practices in ordinary settings, according to the interests of the person. In the case of people with intellectual and developmental disabilities, it is frequently developed through segregating and not very emancipatory practices, which severely restricts professional development options. This article develops the state of the art regarding research on the professional development of people with intellectual and developmental disabilities. The different studies are classified according to the six main models of professional development, where trends and main contributions are observed. Results show a low number of investigations, with a predominance of the sociocognitive approach, which is focused on self-efficacy. The conclusion highlights the need to investigate from an emancipatory perspective, which contributes to overcoming the barriers and promotes practices that advance towards social justice and equity for people with intellectual disabilities. [ABSTRACT FROM AUTHOR]

Access to employment for people with intellectual and developmental disabilities requires individualized support processes, especially in the transition from school to employment. Public/private collaboration initiatives are emerging as successful strategies. This paper analyzes the implementation of the Individualized Itineraries Project in Castilla y León, analyzing its impact on the professional career of people with intellectual disabilities and its incursion into public policies. From the analysis we can conclude that these programs promote the employability of the group, under a comprehensive model of intervention that transcends the intermediation, covering planned actions from training for employment to access to housing. It is also observed its consolidation within the strategy of attention to disability in this territory and its orientation towards the achievement of a new model of day centers, oriented to the professional training of people with intellectual disabilities, with the aim of achieving a new social role that contributes to their life project. [ABSTRACT FROM AUTHOR]

This paper focuses on the description of an experience carried out in a Spanish distance university, which was based on the principles of universal design for learning and cognitive accessibility to promote the labour insertion of people with intellectual disabilities. The main objective of the training proposal was to contribute to the development of some competencies that would help students with intellectual disabilities to improve their professional updating for job placement in the Spanish Public Administration. A total of 179 people with intellectual disabilities participated in the course. The results evidenced a high success rate of 89% and a low dropout rate of 11%. Through an ad hoc questionnaire, we evaluated the degree of learners´ satisfaction with different elements of the curricular design for this online learning experience. Particularly, participants reported high satisfaction rates with the selected contents, educational materials and multimedia resources available in the virtual classroom, as well as with the possible benefits of the instruction of emotional self-regulation strategies. It can be concluded that the instructional design has led to high satisfaction and improved the employability abilities of the students to deal with the labour market. [ABSTRACT FROM AUTHOR]

The article describes the transformation project of the Compostilla center into a cozy and personalized home for people with intellectual disabilities. A methodology based on design thinking was used, involving users, staff, and families in decision-making. Changes were made to the physical spaces and the adoption of dogs and horses as pets was proposed. The person-centered approach and active participation of all stakeholders were fundamental in this humanization project. The importance of incorporating personalized spaces, promoting social interaction, and active integration into the community to improve the quality of life for people with intellectual disabilities is highlighted. [Extracted from the article]

People with intellectual disabilities generally have small social networks, little diversified and with few sources of natural support. Helping them build stronger social networks contributes to their personal well-being and social inclusion, and to enrich society diversity. This article aims to present the process developed to outline and conduct an initial validation of a tool oriented to the design and evaluation of good practices to support the construction of social networks (Quality framework for good practices to support the construction of social networks). In a first phase, a first version of the instrument was designed, based on a bibliographic review. Then, in a second phase, a validation process was implemented with a qualitative approach. Two focus groups were held with people with intellectual disabilities (one in Spain and one in Ireland), and three were conducted with professionals (one in Malta and two in Spain). During these focus groups, the participants expressed their points of view about the structure and composition of the tool. The article describes the validation process developed, its final version and guidelines for its application. [ABSTRACT FROM AUTHOR]

Objective. To explore the experiences and perceptions of quality of life (QoL) in family caregivers (FC) of people with intellectual disabilities (PID) in Morelos and Sinaloa, Mexico. Materials and methods. Qualitative study. Eighteen semi-structured interviews were conducted in FC of PID who attended basic public schools in Huitzilac, Morelos, and Culiacán, Sinaloa, Mexico. Content analysis was performed with the support of the ATLAS.ti.8.0 program. Results. FC experience an affectation of their CV in different dimensions: emotional, physical and material well-being, personal development, self-determination and interpersonal relationships. The empathy and support generated with other FC make them feel good and relieve them of activities for short time lapses, reducing the load of care of PID. Conclusions. Caring for an PID can negatively affect the QoL of CF. It is suggested to develop and implement programs for care, support, and comprehensive guidance; likewise, create and strengthen mutual help groups with other caregivers. [ABSTRACT FROM AUTHOR]

Interpersonal relationships significantly influence social inclusion during the transition processes to adult life of people with intellectual disabilities. Having a supportive social network is considered the pinnacle of social inclusion. In order to explore the role of friendships in the independent life processes of people with intellectual disabilities, as well as the role of support professionals, focus groups have been conducted with both people with intellectual disabilities and professionals. The results of this study show the perspective that they have of friendship, as well as the role that they consider that friendships develop in the independent life processes of people with intellectual disabilities, and the role that support professionals play with regard to the promotion of the establishment and maintenance of friendships of people with intellectual disabilities. The design and development of specific actions that allow people with disabilities to identify and/or expand their natural support network is considered necessary. [ABSTRACT FROM AUTHOR]

The competitive employment transition of people with intellectual disabilities in the Canary Islands has shortcomings; hence the Supported Employment programme of is being implemented. This is a model of labour inclusion for people with significant disabilities, based on the accompaniment and support to the person to facilitate their access to employment. This accompaniment and support are provided by the figure of the job coach. The aims of our study are 1) to know the importance of the job coach from the point of view of professionals working in Supported Employment services; 2) to explore the relevance of the previous professional training of the subjects for the success of their inclusion. A qualitative study was carried out with professionals linked to Supported Employment programs in the Canary Islands, using the focus group technique. The results indicate that: 1) the job coach is key to the success of the job placement, being important the support provided to the person and the company; 2) training in basic job skills can be related to successful insertion, also "training on demand". The role of Supported Employment as an alternative to guarantee the right to social and labour inclusion of people with intellectual disabilities is discussed. [ABSTRACT FROM AUTHOR]

The current model of understanding intellectual disability refers to it as a state of functioning that will vary significantly depending on the supports that the person receives. The current pandemic has placed this group in a particularly vulnerable situation, limiting their support and negatively impacting their quality of life. Research seems to have ignored the perspectives of these people, so the general objective of this review is to analyze the publications that address the impact of the pandemic situation on people with intellectual disabilities. A search in the Web of Science and an analysis following the PRISMA method is proposed. It is concluded that COVID-19 has had significant repercussions on the physical and mental health of people with intellectual disabilities and has exacerbated the existing inequalities around these people and their families. [ABSTRACT FROM AUTHOR]

Copyright of Ciencia y Educación (2707-3378) is the property of Duanys Miguel Pena Lopez and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Horizonte Médico is the property of Universidad de San Martin de Porres and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Intellectual disability is a condition that has led to have certain disadvantages, so that individuals can be linked in society, since, there are challenges such as barriers of discrimination and segregation in the community, through the research objective was to design a community intervention program in Colonche Parish, which will contribute to the socialization of people with intellectual disabilities, in addition, the research methodology had a qualitative-inductive approach, with a descriptive research scope of cross-sectional cut, using the technique of focus groups that resulted in the physical and emotional wear is connected to the lack of public management in social activities, finally it was possible to know that people with intellectual disabilities still live in exclusion, although fundamental aspects are addressed to generate socialization with other actors. [ABSTRACT FROM AUTHOR]

Copyright of Aula Abierta. Revista de Investigación, Formación e Innovación en Educación (RIFIE) is the property of Universidad de Oviedo, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal History of Latin American Education / Revista Historia de la Educación Latinoamericana is the property of Universidad Pedagogica y Tecnologica de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista 180 is the property of Revista 180 and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this research is to analyse the effects of the inclusion of people with mild intellectual disabilities (hereinafter referred to as PMID) in the university. Drawing on Destanik's (2004) theories on the family ecosystem and Bronfenbrenner's (1987) ecological model, we start from the hypothesis that the inclusion of PMIDs in a university environment will lead to a decrease in family overprotection, which is not free of conflicts. This is tested using a mixed methodological model that analyses the discourses of the families and data collected through the Parental Bonding Instrument (Parker et al., 1979) provided by the PMIDs. The results seem to support the hypothesis that a university environment decreases both paternal and maternal overprotection, although it seems to be associated with an increase in the "caring" factor on the part of mothers. On the other hand, PMIDs see their self-determination strengthened in a university context. In this way, the study provides evidence on the convenience of articulating programmes that favour the access of PMIDs to the university environment, contributing to promoting and guaranteeing their rights and making effective the principle of equal access to inclusive education, as stated in Article 24 of the UN Convention on the Rights of Persons with Disabilities in 2006. [ABSTRACT FROM AUTHOR]

Copyright of Procesamiento del Lenguaje Natural is the property of Sociedad Espanola para el Procesamiento del Lenguaje Natural and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Española de Orientación y Psicopedagogía (REOP) is the property of Revista Espanola de Orientacion y Psicopedagogia (REOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: intellectual disability implies special needs in the individuals who suffer from it and constitutes a health problem that affects patients, family members and the community because it generates a great impact on health and social systems. Objective: compile updated information on intellectual disability, types, characteristics and causes, among other aspects of interest for professionals who care for people with intellectual disabilities. Methods: a bibliographic study was carried out for which 43 publications available in Google Scholar were reviewed, all after 2015 (19 journal articles, 13 websites, five textbooks, three theses and three regulatory documents). Development: the information obtained was organized as follows: generalities, some historical considerations, definition of intellectual disability, classification, characteristics of the different degrees of intellectual disability, psychological characteristics, particularities of personality formation, characteristics of the emotional sphere volitional and interventions. Conclusions: people who present difficulties in the intellectual sphere should receive individualized attention, the importance of intervening in the training of people with this disability was evident in order to achieve their insertion into the family and social context, as well as their independence. [ABSTRACT FROM AUTHOR]

This work shows a job-training module was adapted to online learning for young people with intellectual disabilities participating in a university job skills programme, this adaptation emanating from the health crisis produced by COVID-19. The article aims to find out how this group of young people evaluate the experience of online training and to compare the perceived satisfaction in face-to-face and online training. Methodology: The research follows a cross-sectional descriptive study, through two adhoc questionnaires completed by 16 students. Results: The results show that distance learning has more advantages than disadvantages; the students self-report that they have strengthened elements related to active job search, self-management skills and autonomous management of digital programmes. Furthermore, there are no significant differences in terms of satisfaction between the virtual and face-to-face modes, both in terms of satisfaction with the activities and the relationship with the teachers. Conclusion: The participants are open to online training and positively value direct support. It is seen that the Internet provides the group with opportunities for autonomous development; blended learning allows them to generate other uses for the Internet, enabling them to enrich their digital and work skills. [ABSTRACT FROM AUTHOR]

Copyright of Revista Internacional de Educación para la Justicia Social is the property of Universidad Autonoma de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Religación: Revista de Ciencias Sociales y Humanidades is the property of Religacion: Revista de Ciencias Sociales y Humanidades and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Andina de Educación is the property of Universidad Andina Simon Bolivar, Sede Ecuador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pedagogía Social is the property of Pedagogia Social and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article presents an integrated analysis of the quality of life and support needs of adults with intellectual disabilities in Chile. Convenience sampling was used, consisting of 93 participants with intellectual disabilities between 18 and 39 years old. The results showed that people with intellectual disabilities have greater support needs in the dimension of health and safety activities, and lower needs in the dimension of lifelong learning activities. Additionally, it was observed that quality of life indicators are diminished compared to expected values. [Extracted from the article]

Copyright of Kepes is the property of Universidad de Caldas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the field of intellectual disability, the development of an independent life has been configured as a human and civil right that allows these people to articulate desired life plans. Despite the advances, at the international level, research on aspects related to independent living in people with intellectual disabilities continues to be very scarce. Generally, the approaches to the study of this construct are based on broader investigations dedicated to evaluating the levels of quality of life or self-determination of this population in residential services or sheltered housing. Precisely, this study analyzes, through a case study, the meanings that an advisory group made up of eight adults with intellectual disabilities has on the concept of independent living in the Chilean context in order, on the one hand, to identify relevant elements for the definition of the construct from the perceptions and experiences of this population; and on the other, to propose guidelines at various levels that allow progress in the realization of this right. To collect the data, a semi-structured group interview was designed whose questions were grouped around four themes: previous conceptions of the participants about the construct of independent life, satisfaction with life and possibilities of the context for the development of personal independence, role of family, friendship and partner in independent life, and opportunities of the work context for the achievement of personal independence. During the interview, another strategy was incorporated in which visual language gained more relevance. Specifically, a set of ten moodboards were used that allowed participants to delve into the different topics addressed. The results of the code validation process were calculated using Krippendorff's alpha statistics (.954) and Cohen's kappa (.953), which showed a high level of inter-judge agreement. As a result of this process, categories (N = 6) and subcategories (N = 17) were established. The results show how various needs, barriers and facilitators for the development of independent life are identified from the interviews of the interviewees. Among the main needs is the performance of a paid work activity or the establishment of solid affective relationships. With regard to the barriers that hinder personal independence, the most notorious are related to the difficulty of being financially independent or to the lack of accessibility in the work environment. Regarding the elements that facilitate the development of an independent life, the role of the couple stands out as a constant figure of support for independence and personal empowerment. These results suggest some guidelines for planning interventions on this construct. Among others, they should seek the acquisition of skills that strengthen the self-care capacity of this group; should promote increased opportunities for making meaningful choices in the workplace, personal and community; and they must adapt to the spaces in which people with intellectual disabilities operate in adulthood. On the other hand, it is assumed that one of the main limitations of this research is that the results are not generalizable. However, this study has some strengths. Among others, it contributes to enriching the bulk of research on independent living, this being an aspect barely addressed in the literature. It also complements the results of other research regarding the elements that can condition the development of skills for personal independence. This allows for the design of interventions that provide opportunities for independent living based on the felt needs of these people. In addition, it raises future lines of research related, for example, to the importance of the informed choice of the residential environment or to the study of the possibilities of the digital world as an incident phenomenon in the acquisition of skills for personal independence. [ABSTRACT FROM AUTHOR]

Copyright of REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Intermediaries are professionals who enable the effective right of access to justice for people with intellectual and developmental disabilities, ensuring principles of equity, participation, accessibility and self-determination for them. This paper analyzes the presence and formative background of this figure from an international comparative perspective. Nowadays, we can find these professionals in the international law across different countries: some Nordic countries, United Kingdom, Israel, Azerbaijan, Taiwan, South Africa, Kenya, Canada, part of the USA, Mexico and Chile, Australia and New Zealand. In Spain, intermediaries are considered in the latest reform of the civil and procedural legislation (Law 8/2021, June the 2nd). This paper analyzes the formative background of this figure from an international comparative perspective. We find both formal and non-formal education in the background of these professionals. There is no doubt their profile must adjust to the needs of people with intellectual and developmental disabilities and the contexts that require the facilitation. [ABSTRACT FROM AUTHOR]

Visibles is a series of documentaries that premiered on December 3, 2022, International Day for Disability, on public television Telemadrid. The series consists of six thematic chapters focused on various topics: work, sports, art, music and technology. This research analyzes the media representation of people with disabilities in the Visibles TV program with the aim of finding out the representation of the different types of disabilities (physical, mental and sensory) and comparing them with the official data of the Community of Madrid. For the analysis we will use a qualitative methodology based on the framing theory and a quantitative one based on statistical studies. The result of the Chi-square test indicated that the media treatment of Visibles was similar between protagonists of both genders (p value of 0.2055). Regarding the representation of the different disabilities, we conclude that Visibles generated a greater visibility of people with mental disabilities (50.5%) than of people with other disabilities (physical: 32.6% and sensory: 15.8%) with with respect to the pattern of the Community of Madrid (psychic: 36.2%, sensory: 12.3% and physical: 51.7%). According to the framing theory, this was due to the need to normalize the inclusiveness of the group of people with intellectual disabilities in the various work environments in today's Spanish society. [ABSTRACT FROM AUTHOR]

Copyright of Siglo Cero is the property of Siglo Cero and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Siglo Cero is the property of Siglo Cero and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pedagogia i Treball Social is the property of Facultad de Educacion y Psicologia, Universitat de Girona and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The methodology of Person Centered Planning (PCP) is having an increasing impact in Spain. Starting from the different legislations that regulate the attention to this group in the different autonomous regions and ending in the centers that provide this service. However, there is little international literature on large-scale empirical studies that place this methodological approach in a relevant position to guarantee the efficacy of PCP. The main objective of this study is to know the status of the use of PCP methodology through empirically supported studies that sustain both benefits and limitations during the last 10 years (2012-2022). For this purpose, a systematic review has been conducted since the PRISMA guidelines (2020), including a total of 31 articles. As a conclusion, more benefits than limitations have been found, among which the advantages in its use for people with intellectual and developmental disabilities and improvements in aspects related to self-determination stand out. However, limitations prevail due to the lack of adequate support and resources from organizations to respond to person-centered planning and the need for training of the people involved in the development of the PCP, which raises the question of whether good practices are being carried out in the use of this methodology. [ABSTRACT FROM AUTHOR]

Copyright of Boletín Criminológico is the property of Instituto Andaluz Interuniversitario de Criminologia (Seccion Malaga) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acciones e Investigaciones Sociales is the property of Facultad de Ciencias Sociales y del Trabajo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The perception of people with intellectual or developmental disabilities is often based on prejudices that hinder their exercise of their sexuality's right. This work evaluates the perception of professionals of an Andalusian association in the implementation of this right and whether it differs from national reference values. For this purpose, the responses of 54 professionals from an association were collected through a questionnaire created by De la Cruz et al. (2020), based on nine factors: Information and sexual education, Intimacy, Consideration towards her naked body and shyness, Autonomy and self-determination, Sexual identity and orientation of desire, Personal relationships, Necessary support, Gender perspective and Shared work. The results show scores around 65 (compared to a maximum of 100) for most factors, considered intermediate levels of implementation, and significantly higher values than the national reference in Necessary supports and Shared work. The network of partial relationships shows that Autonomy, Gender, Consideration and Relationships work as central factors, followed by Intimacy, associated to the factor Autonomy, and Identity, associated to Gender. This study illustrates the usefulness of evaluating the implementation of actions in favour of the sexuality of people with intellectual or developmental disabilities, providing strategies and methodological tools. [ABSTRACT FROM AUTHOR]

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Alternativas: Cuadernos de Trabajo Social is the property of Alternativas: Cuadernos de Trabajo Social and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)