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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 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.)

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.)

The CAMPVS program from A LA PAR Fundation is an employment-oriented training resource for young people with intellectual disabilities. This paper aims to study the influence of the training project on the quality of life of its students, as well as on each of the dimensions which make up this construct. A pre-post study has been conducted with sixty-one participants. As a main result, it is worth noting that the quality of life of the students is significantly higher after having studied at CAMPVS, both in the total quality of life index and in each of its dimensions. Changes in different variables are discussed. [ABSTRACT FROM AUTHOR]

The purpose of this article is to review the importance of the development of actions of social innovation and creativity, in leisure time, with people with intellectual disabilities in particular, and for society in general, through a case study: PDICIENCIA. It is a project that proactively seeks the full inclusion of people with intellectual disabilities through innovative actions to promote scientific, technological and innovation culture among audiences usually removed from these areas. In addition, it empowers people with intellectual disabilities to equip them with professional and social skills. We will see how their active participation in creativity, scientific dissemination or film production activities, implemented through the individualized care plans of the Association of Family and Friends of People with Intellectual Disabilities (AFAMP) in the Pedro Gámez Residence, from Bailén (Jaén, Spain), can affect improving their quality of life. [ABSTRACT FROM AUTHOR]

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]

The situation generated by the health crisis has disrupted the entire social system and the citizens usual behaviour dynamics. Of course, it has also affected people with intellectual disabilities and the support systems for them. In this article we want to describe how people with intellectual disabilities to whom Futuro Singular Córdoba provides support lived the situation during the quarantine, what resources they had and how the families valued the work carried out by the foundation. On the other hand, we want to make an observation about how a public health issue like the one we have experienced can affect the models of providing support to people with intellectual disabilities. The progress achieved thanks to person-centered and community development approaches is put at risk in the face of the proposals of social health models that do not adjust to the reality of the majority of people with intellectual disabilities. This represents a clear setback in the practices of providing support focused on models of citizenship and impact on quality of life. [ABSTRACT FROM AUTHOR]

Transforming the supports received by people with intellectual disabilities towards personalized options in which the person receives support in their own home makes essential the evaluation of these supports to improve them. The article presents the GAS-VI guide, an instrument for evaluating personalized supports in the field of independent living offered to people with intellectual disabilities. It is organised around four dimensions: individual, interpersonal, organizational and community, and collects the assessments of the professionals providing support and people who receive it. The article presents the theoretical foundation of the GAS-VI guide, the design and validation process and a description of the content and material. The guide is an instrument to help professionals raise improvements in support aimed at fulfilling the rights of people with intellectual disabilities. [ABSTRACT FROM AUTHOR]

The increasing social inclusion of people with intellectual disability in society has led to greater visibility and greater exposure to risky behaviors such as substance use. A systematic review of alcohol consumption in the population with intellectual disability is presented from a systematic review in the main databases and an analysis following the PRISMA method in which 24 articles were included. There are high rates of alcohol consumption in individuals with intellectual disability and especially in youth, men and those who have committed a crime. The age of onset, risk factors and reasons for alcohol consumption are similar to the non intellectual disability population. Effective evidence-based prevention and intervention programs for substance use need to be accessible to individuals with intellectual disability. [ABSTRACT FROM AUTHOR]

Self-determination in people with disabilities is crucial for achieving their quality of life. Support given from families to their children depends to a large extent on the reinforcement of perceptions about self-determination. In that sense, this research aims to describe the opinion of parents of adolescents and young people with intellectual disabilities about this construct. Five focus groups were formed with 42 participants. The lexicometric analysis of the group interviews using Iramuteq software yielded four dimensions: autonomy; barriers in the family and the background; support and opportunities; psychological capabilities. Parents do not acknowledge the entire concept of self-determination. They associate it with autonomy for personal care and housework and, to a lesser extent, with community life. The family barriers are psychological: fear, overprotection, underestimation and lack of trust in the child's capacity. This leads to less opportunity offer. They consider that society is poorly prepared to stimulate these processes. They feel the need to receive professional support directed to revise their beliefs, increase their knowledge and put into practice strategies to facilitate the achievement of self-determination in their children. [ABSTRACT FROM AUTHOR]

The aim of the study was to examine the "Down syndrome advantage" phenomenon in the family and individual quality of life of young people with intellectual disabilities (ID). The sample consisted of 84 young people with ID (mean age 21,41 years; SD = 2,87), 20 of them with Down syndrome (DS) (23,81 %). The instruments were the Family Quality of Life Scale (FQoL) and the INICO-FEAPS Scale, in its reported by others version (QoL-H) and self-reported version (QoL-A). The results reflect greater satisfaction with FQoL and better QoL-H scores in the young people with DS' families, while QoL-A is higher among young people without DS. Neither the age of the parents nor the level of income was related to these variables. The fact that the differences found in family and individual QoL are favorable for young people with DS when their relatives are the informants, but unfavorable in the self-reported version, suggests an not causal explanation of the phenomenon, but related to family expectations and their access to resources and supports. This encourages us to highlight the importance of people's self-perception and report in the evaluation of the QoL of young people with ID. [ABSTRACT FROM AUTHOR]

Personal assistance for people with intellectual disabilities can contribute to the application of the new paradigms of self-determination and social inclusion and to an improvement in the quality of life. Through a literature review and analysis with professional experts, experts from experience and potential users, a brief model of personal assistance was developed to be executed by community agents with professional supervision. The model considers activities in the usual spaces of people and their families, with support for the use of community formal and informal resources and the reinforcement of social support networks that continue operating once the intervention ends. With duration of 9 months, the model is developed through a 3-stage process: 1) engagement and formulation of an individualized plan, 2) implementation of the plan, and 3) participants' learning reinforcement and transfer to support networks. The feasibility of the model in Latin American countries and the need for studies to evaluate its implementation are discussed. [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.)

In the education sector is a challenge for teachers to generate pedagogical strategies within their classroom considering the characteristics of the population. Additionally, teachers do not know the physical and social conditions of their students, which they can't generate plans according to their needs. Objective: To characterize the physical condition and socioeconomic status of students with intellectual disabilities in the district schools of the city of Bogotá for people with disabilities. Method: Cross-sectional study, which used Brockport physical fitness test and the WHO STEPS survey. Population: 132 children and young people with intellectual disabilities. Results: In terms of body composition, 62.12% are in the healthy area and 6.82% have low weight, which requires follow-up by nutrition professionals; and 17.42% present high risk, a population that requires follow-up. In relation to the physical fitness the majority of the population, a 72.06%, need to improve in the grip strength and strength of abdominals, variables related to cardiovascular risk. Finally, it is important to mention that 73% of the population is in stratum 1 and 2, which can influence the practice of physical activity. Conclusion: The population has a low physical fitness that is associated as in other studies with the socioeconomic status of families. The cardiovascular risk expressed in percentage of fat continues to be an element to work in the population. [ABSTRACT FROM AUTHOR]

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]

The objective of this research is to identify and achieve an improvement in the emotional competencies of a group of people with intellectual disabilities currently in the Villabona Jail in Asturias. To this end, a quasi-experimental study has been carried out, applying both a pre-test and post-test an "Emotional Intelligence Scale" adapted to people with intellectual disabilities through the "easy reading" system, and developing eight workshops over two months. In these workshops an expository- participatory methodology has been applied, seeking a cognitive, personal and social improvement in a group of marked vulnerability. The results show improvements in five dimensions of emotional intelligence (self-awareness, self-control, self-esteem, emotional recognition and interpersonal relationships), such as increased empathy and assertive behaviors, increased self-control and management of feelings and emotions, as well as their intrinsic motivation. This study highlights the desirability and necessity of establishing mechanisms of collaboration between the penitentiary system and representative organizations of people with intellectual disabilities. [ABSTRACT FROM AUTHOR]

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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]

Background: Historically, people with disabilities have been excluded from issues related to death and grief. However, there are factors that affect and influence their coping with a loss. It is necessary to know how people with intellectual and developmental disabilities experience grief in order to improve the care offered to the group. Method: A systematic review of the scientific articles published during the years 2013 to 2020 in the main databases was carried out. Of 585 articles identified, 14 were selected that met the inclusion criteria. Results: Including people with disabilities in funeral rituals, improving communication and facilitating emotional expression are essential aspects for adequate coping with grief. Conclusions: It is necessary to offer supports adapted to the type of disability, increase participation and teach adaptive coping strategies on issues related to death and grief. For this, it is necessary to increase applied research in order to design and implement educational programs for death and psychological intervention adjusted to the needs of this group. [ABSTRACT FROM AUTHOR]

Caring for a family member with an intellectual disability can be an important source of stress. This study explores the factors contributing to the process of resilience in relatives of people with intellectual disabilities in Spain. For this purpose, in-depth interviews were conducted with 32 family caregivers considered 'resilient' by the associations they belonged. The results show that relatives are able to use different internal and external resources to build resilience and to adapt to the situation of care. The relatives mentioned internal factors such as acceptance, active coping, perspective taking, optimism, spirituality, goals, having an occupation, leisure, mindfulness, living in the present and self-care. External factors such as formal and informal support, and economy were also mentioned. The results show that these factors are dynamic and could be interconnected. The clinical implications of this study are described. [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.)

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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.)

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]

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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.)

This research studies the affectivity in people with intellectual disability condition, in order to visualize the process of self-construction of the sense of being person. This research looks for revealing the affective manifestations in young people with intellectual disability, whose ages are between 15 and 25 years old. This problem implies a complex issue, which involves cultural, religious, educative and idiosyncratic factors that reflect an unfair society which does not protect the rights of social groups in disadvantage situations and difficult educability conditions. Theoretically is assumed an axiological positioning which conceives the person as a value inv itself and a spiritual microcosm which is alive and transcendent. The method applied is guided from the qualitative approach with a descriptive reach through the design associated to the case study and in accordance with the hermeneutic paradigm. The context of the problem was focus on a special school in the Araucanía region at the South of Chile. Semi-structure interviews and appropriate rigor criteria such as confirm ability, transferability, credibility and dependency were applied. The participants were 13 students and four teachers. The research is adjusted to the ethical requirements in the Helsinki and Singapore Declaration, according to the appropriate behavior of the researcher and the informed consent. The qualitative data were reduced through the transcription and coding process using the Atlas.ti software version 7.0. With the primary transcribed documents axial and open coding were applied, which let to develop analysis from the constant comparative method. An empirical- theoretical sample and content analysis were done. The results let the categories raise, operationalized in codes, highlighting between them, affectivemanifestations, couple relationship, personal care, young people beliefs and teachers' beliefs. It was revealed that the affective manifestations of young people are based in the mutual respect and care, demonstrating beliefs with sexist characteristics, conscience of responsibilities and the meaningful adults' positions related to values, which limit and regulate behaviors and omit the sexual education because the condition that the young people have, evincing the sexual education in a transversal way to the curriculum of the special school. The sexual education must give precise information and not be restricted to the intellectual agreement, but respecting the appropriate ages of the people life cycle, where the education must be precise and direct. To accomplish this task, it was discovered that didactic resources must be given to help young people to be aware of their action. Additionally, it was revealed that young people must be constantly accompanied by guides, mediation regarding to the construction of bonds and affective experience suitable to their own characteristics. Family is presented as an obstructive element in the young people affective relationships, evincing a lack of communication and comprehension. Teachers consider the young people as valuable people, where their intellectual conditions do not affect their rights to manifest themselves affectively either their friends or partners. In summary, it must advance toward an education that overcomes the existence of false beliefs, and that will exist in the sexual education the disposition to talk with respect about what the young people say their interests, worries, responsibilities and respect with themselves and with others. For this reason, it is necessary to guide and orient young people, not only from the formal educational institution, but also from the collaborative work with the family, where this formation should not be delegated only to the professionals, but also that it constitutes in a contextualized learning of sexual education and that it must be accepted as an inherent condition from the human being, so that, in this way it must be experienced the liberty of the rights and the ethical personalism of each human being. [ABSTRACT FROM AUTHOR]

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]

In the last two decades, an approach to social an educational research, called, inclusive research (Walmsley and Johnson, 2003), has been developed, especially in the Anglo-Saxon context. This approach promotes the participation of people with intellectual disabilities in research, either as advisors, as coresearchers, or as leaders and promoters of research on issues that affect them. This development has occurred as a result of the progressive implementation of the social model of disability analysis and the emergence of self-advocacy groups who have gained prominence following the release of the UN Convention on the Rights of Persons with Disabilities (2006). This article introduces some methodological debates generated by the inclusion of people with intellectual disabilities in decision-making processes on research, and proposes the main discussions and challenges that inclusion posed, especially from the methodological point of view. The main debates are related to the participation of people with intellectual disabilities in research and their support needs, their representation in the research phases and equity relationships between researchers with and without disabilities. The methodological challenges arising from these discussions are around how to provide opportunities to participate, to be represented at different research stages and about ethical commitment of researchers without disabilities to ensure participation. Our analysis relies on inclusive research literature review and on the reflection about our own experience as researchers who have developed inclusive processes of research in recent years. [ABSTRACT FROM AUTHOR]

Self-determination is a key construct to guarantee the development of skills that enable people with disabilities to acquire control over their lives. This concept is understood as a set of volitional actions or abilities that help the person to act as the primary causal agent in their own life without unnecessary external influences. Progressively, this construct has been shaped as a personal disposition to exercise control over one's own behavior, becoming a priority educational goal and an indicator of quality of life in the field of intellectual disability. However, people with intellectual disabilities have premature aging processes generally accompanied by mental health disorders or emotional problems that hinder the performance of self-determination skills. Specifically, they have difficulties in developing actions aimed at promoting positive attributions of effectiveness or aimed at establishing personal goals. This complicates the acquisition of skills for self-regulation and the increase of personal empowerment skills. This study seeks to know the self-determination levels of 516 aging adults with intellectual disabilities aged between 45 and 86 years (M = 68.32; S = 4.95). Most of them live in the Metropolitan Region (Chile), have severe intellectual disabilities, are men and live with the family. From a quantitative approach and under an inclusive research model, the data have been collected using an ad hoc scale as a result of the revision of the ARC-INICO Self-determination Assessment Scale (Verdugo et al., 2015) and the Self-determination Scale ARC staff (Wehmeyer, 1995). The results have been analyzed using descriptive and inferential statistics that have preceded the use of parametric statistics. The self-determination levels of the majority of the participants (39.1 %) are in a low range. In addition, the development of competencies related to self-defense or self-knowledge are greatly diminished, unlike other skills such as making choices or solving problems. Likewise, the analysis shows how those participants who reside in the family home present higher averages in their self-determination than those who live outside the family home. Similarly, participants with mental health disorders have lower averages in their self-determination than those who do not present these pathologies. Regarding the degree of disability, the levels of self-determination of the mild group are higher than those of the group of adults with severe intellectual disability. Those who most often have family support have higher levels of self-determination than those who receive only professional support. With regard to age, the youngest participants have higher averages than the rest in terms of their self-determination. The discussion highlights, among others, the need to prioritize the learning of skills related to self-realization as the basis of the proposals for intervention in self-determination at this stage of life. The results suggest some implications to consider for the planning of interventions, for example, they should seek the development of skills that strengthen the self-defense capacity of people with intellectual disabilities, promote the increase of opportunities for the realization of meaningful choices, adapt to the scenarios in which aging people with intellectual disabilities usually operate, and involve families and professionals to achieve skills related to self-determination in old age. Despite the fact that one of the main limitations of this research is that the results are not generalizable, this study contributes to enriching the bulk of research on self-determination in late adulthood, this being an aspect barely addressed in the literature. In addition, it suggests the development of future lines of research related to the impact of technological supports on the quality of life of people with intellectual disabilities who age or with the study of cognitive impairment or the presence of mental health disorders in the levels of self-determination of these people. [ABSTRACT FROM AUTHOR]

Copyright of Cuadernos de Trabajo Social 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.)