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The article offers information on the "Invisible Institutions," documentary podcast exploring the past and present of institutions for people labelled with intellectual and developmental disabilities in Canada by Megan Linton and Helena Krobath. It mentions institutionalization remains an ongoing reality, present in sheltered workshops, long-term care homes and congregate settings. It also mentions work to expose the exploitation, isolation, resistance and survival.

Background: This study aims to identify the evidence-based teaching programs regarding communication and interaction that underpin Swedish compulsory schools for pupils with intellectual disabilities (ID). Method: This quantitative census survey fills a gap in the existing research literature, in that all qualified teachers in the schools report on the use of evidence-based teaching programs regarding communication and interaction for pupils with ID. Results: Only a small proportion of the teachers received any formal teacher training on evidence-based teaching programs or participated in any continuing professional development (CPD) on these programs. We also evidenced a teaching gap among Swedish special schools, as commonly used teaching programs differ within Swedish compulsory schools for pupils with ID. In addition, some commonly used teaching programs do not always promote interaction and learning for pupils. Discussion/conclusion: The teaching profession is in need of scientific guidance, in order to create evidence-based teaching practice for pupils with ID, which should be a focus of future studies. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Bulletin of Medical History is the property of University of Toronto Press 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.)

Purpose: To examine attitudes of students in Ontario master's degree programmes in occupational therapy (MScOT) and physical therapy (MScPT) toward adults with intellectual disability (ID). Methods: A quantitative cross-sectional survey study was conducted. An electronic questionnaire was distributed to 1,255 MScOT/PT students at five Ontario universities via email, using a modified Dillman approach. Descriptive statistics were used to describe experiences, attitudes, willingness, and preparedness. Results: Overall response rate was 17.9%. A total of 96.0% of respondents felt 'quite' or 'very willing' to deliver rehabilitation to adults with ID; however, 50.7% of respondents felt 'not at all prepared' or 'a little prepared' to interact with this population in a clinical setting. Of those who felt unprepared, 75.4% reported it to be due to inadequate knowledge. In addition, Ontario MScOT/PT students have neutral attitudes toward adults with ID. Conclusions: While many MScOT/PT students are willing to deliver rehabilitation to adults with ID, a large proportion do not feel adequately prepared to interact with this population in a clinical setting. These findings could inform future research and curricular reform in the rehabilitation professions so that future clinicians are better prepared to provide support for this population. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Law & Society/Revue Canadienne Droit et Societe (University of Toronto Press) is the property of University of Toronto Press 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 Canadian Bulletin of Medical History is the property of University of Toronto Press 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 Canadian Journal of Program Evaluation is the property of University of Toronto Press 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 article presents the findings of a study on a selected group of 240 women admitted to the Asylum for the Insane in Kingston, Ontario, between 1878 and 1884, in order to build on the understanding of the role of asylum care and its benefit to patients. The study examines the asylum's treatment program during the late nineteenth century and its influence on the outcomes of committal. An examination of the moral treatment program illustrates the forms of health care and social assistance provided in the institution. A subsequent discussion of the outcome of asylum treatment and the rates of discharge demonstrates that Kingston's moral treatment program facilitated a curative experience for many women patients; several were confined for short periods to convalesce from emotional breakdowns, puerperal depression, and poor physical health. Yet the therapy program provided at Kingston also benefited the long-term care sector of the asylum's patient population. By accounting for this too-often forgotten group, the paper offers a complex analysis of the asylum's function, questioning the role of moral treatment in the long-term care of the mentally ill.

Copyright of Canadian Journal of Program Evaluation is the property of University of Toronto Press 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 Canadian Journal of Program Evaluation is the property of University of Toronto Press 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 Canadian Journal of Criminology is the property of University of Toronto Press 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.)

Focuses on the debate over the sterilization of the mentally handicapped in Canada during the 1930s. Role of the 'Canadian Medical Association Journal' publication in the public debate; Socio-political aspects of the debate; Implications and reflections of the debate on the Canadian society.

Copyright of Canadian Journal of Program Evaluation is the property of University of Toronto Press 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.)

Background: Structured water-dance intervention (SWAN) is an aquatic method customized for adults with profound intellectual and multiple disabilities (PIMD). The aims are to describe and discuss how the SWAN program intervention leader, instructors, and support persons (i.e., the staff) co-operate and facilitate interaction with participants with intellectual and multiple disabilities (IMD), and to identify expressions of emotion by the participants during a SWAN. Method: Video recordings of the interactions were analyzed based on dialogical theory and conversation analysis (CA). Results: The analysis showed that SWAN can be described as an institutional activity, on the one hand governed by an overall, pre-planned structure, and on the other hand affected by the moment-by-moment co-operation and interaction between participants and the staff as the intervention is taking place; also, how several emotional expressions by the participants are responded to by the staff. Conclusions: In interaction during the SWAN, the participants are considered as competent interaction partners, and their multimodal expressions are taken into account by the support persons, instructors, and intervention leader through adaptation to the activity. [ABSTRACT FROM AUTHOR]

Background: When staff engage with service users who have a learning disability, much of the interaction is given over to requests, orders, and directives. In this article, we argue that the exact manner in which staff carry out instructions displays a notably distinct construction of the service user's abilities and entitlements. Method: We analyze two examples using conversation analysis, the fine-grained inspection of spontaneous interaction. Results: In an episode from a supported residential setting, we see the care staff issue instructions which effectively treat the resident as unable to carry out a task independently (in spite of evidence to the contrary); while in a horticultural therapy setting, staff treat a service user faced with a similar task as being competent - but temporarily unwilling. Discussion and conclusion: These examples reveal, at the fine grain of conversational exchange, the practices used by staff to carry out the custodial requirements of residential care versus the objectives of engendering agency and self-confidence in a more therapeutic setting. [ABSTRACT FROM AUTHOR]

Too often, individuals with intellectual and developmental disability (IDD) are left out of discussions on romantic relationships and sexuality. However, many individuals with IDD want to become sexually expressive, fulfilled persons who are sexually active, yet they are often denied the sexual health education to support their sexual agency. Given this, we conducted a three-year disability Research-based Theatre (RbT) project in New Westminster, British Columbia to better respond to the needs of individuals with IDD, who refer to themselves as self-advocates—those who speak and act with agency—regarding their sexual agency. The project, entitled Romance, Relationships, and Rights (RRR), sought to disrupt sexual ableism, and present the lived experiences of self-advocates on stage. Throughout the three phases of RRR, the themes of sexual agency, self-advocacy, and self-determination arose. As an extension of this previous work, we take up these themes in a critical self-study where we reflect on the project across, within, and between each phase by focusing on the implications for sexual health education. We present findings about the impact of creating RRR to engage in a retrospective dialogue across all three phases to offer recommendations for intersectional, accessible, inclusive, and comprehensive sexual health education. Key recommendations include recognizing self-advocates' rights to self-determination and sexual agency, active involvement, and hands-on approach to sexual health education where accessibility, flexibility, and an awareness of needs are built in to lesson plans and curriculum. [ABSTRACT FROM AUTHOR]

Background: Environmental factors have a significant role in facilitating and limiting participation of individuals with intellectual disabilities in everyday activities. Creating accessible communication environments within leisure activities offers opportunities for enhanced participation and interaction. Method: An ethnographic approach was used to observe and analyze interactions within a dance class for adults with intellectual disabilities. Observation was used alongside questionnaires, interviews, and assessment tools to identify and analyze patterns of interaction among the students and professionals. Results: Participation in the dance class enabled the students to build social connections with each other, which in turn further facilitated interaction and joint participation. Professionals and students implemented a range of communication strategies in response to their aims and expectations. Through participation in the study, the teacher's awareness of her use of strategies increased. Discussion and conclusion: Further research is needed to understand how interaction opportunities can be further maximized during everyday activities for individuals with intellectual disabilities. [ABSTRACT FROM AUTHOR]

Ageism is arguably one of the least challenged forms of discrimination globally and manifests in many obvious and subtle ways. Situating our conversation within the context of COVID-19, we discuss peculiar and unchallenged forms of ageism in current times as well as the intersections with other forms of discrimination such as ableism, racism, sexism, and heterosexism. We highlight the limits of current understandings of ageism, specifically those that seek to identify positive aspects of ageism without appreciating how these forms of ageism reinforce inequalities among older adults. With regards to spatial manifestations of ageism, we explore the failure of critiques of institutionalization to include older people. Only in the context of "mass death" during COVID-19 has the public eye turned toward the problems of long-term residential care facilities as spaces of care, yet disabled, mad, and D/deaf people and allies have challenged the mass institutionalization of disabled people for decades, highlighting how physical and social segregation constitutes an obvious form of ableism. Institutions are notorious for their physical, spiritual, and emotional harms, but when it comes to residential long-term care for older people, especially older people living with dementia, responses to segregation and isolation have generally been ambivalent. Even aging studies scholars call for "transformation" but do not call for the elimination of large-scale institutions (e.g., Theurer et al.). We discuss this softer critique from aging studies, raising questions about whether institutionalized and segregated congregate living for older people is inherently discriminatory, and we consider the implications for families, health care administrators, researchers, and scholars working in the field of long-term residential care. [ABSTRACT FROM AUTHOR]

Copyright of Theatre Research in Canada is the property of University of Toronto Press 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.)

Purpose: This article examines how persons with intellectual disabilities and professionals working with them manage interactionally challenging situations in which they negotiate epistemic authority. In each situation, the topic of the talk concerns something the person with intellectual disability knows best, such as their plans and hopes. Persons with intellectual disabilities are, thus, expected to show more knowledge about the topic than the professionals. Method: The database for this study consisted of qualitative analysis of 16 videorecorded dyadic conversations between 12 persons with intellectual disabilities and 11 professional co-participants. The methodological approach taken was conversation analysis. Results. Epistemic negotiations turned out to be quite difficult for the interactants. In these situations, the professionals resorted to three practices called renewed requests for confirmations, indirect challenging, and open challenge, which had different impacts on the epistemic authority and full participation of the persons with intellectual disabilities. Discussion and conclusion: None of the practices proved to be unequivocally better or worse than the others, but all had features that seemed both to strengthen and to weaken full participation. The results of the study can also be used to foster professionals' practical knowledge of how to deal with interactionally challenging situations in conversations with their clients. [ABSTRACT FROM AUTHOR]

Background: Reaching mutual understanding can sometimes be challenging in interactions involving communicators using aided communication. This explorative qualitative study offers insights into some of the features of utterance interpretation and meaning negotiation in interactions using graphic communication systems. Method: Relevance theory was applied as a framework for analysis of conversations between a non-speaking child using a communication aid and her communication partners using natural speech. Results: Through analysis of a series of videotaped conversations, several assumptions and contextual implications affecting the interpretation processes were identified. A tendency to organize interpretations according to contextual expectations and scripts emerged as a central explanatory factor in co-constructing meanings from available graphic utterances. Conclusion: This study highlights the importance of understanding factors that may affect the interpretation processes of all participants in interactions involving aided communication. [ABSTRACT FROM AUTHOR]

In the field of health communication, it is increasingly important to understand the interactional management of free choice and the demands of (good) care, especially in situations where these two objectives conflict with each other. In a multimodal interaction analysis of video recordings, this article examines decision-making processes in which a caretaker refuses to retrieve a requested object for a woman living with acquired brain injury during their weekly shopping trip. The multimodal analysis describes both the sequential unfolding of these assisted shopping interactions and the interplay of multimodal resources used by the participants. The analysis demonstrates how choice is made available, despite communication impairments, and how the participants deal with the potential loss of face resulting from the caretaker's rejections. [ABSTRACT FROM AUTHOR]

This study describes the multiple coconstruction process of aided utterances that occur when non-speaking people use a communication book in their everyday conversations. Previous studies have reported that coconstruction is present both in the progress of pointing-voicing pairs and in the negotiation of meanings. Adopting the concepts and the tools of multimodal conversation analysis, this study demonstrates how two non-speaking boys and their speech and language therapists utilized simultaneously six interactional resources that were interwoven in different multimodal practices during their coconstruction of aided utterances. The observations elicited by microanalysis provide an insight into the temporal, co-operative and progressive nature of conversations that are constructed with a communication book. The findings of this study are helpful for professionals in assessing and scaffolding aided communicators during their conversations with their significant communicative partners. [ABSTRACT FROM AUTHOR]

One element of empowering vulnerable clients is to accord them conversational rights they are otherwise denied. The objective of this study was to identify the conversational practices used by staff supporting clients with intellectual disabilities in a linguistically demanding, but ostensibly empowering, task: taking control of a meeting. An analysis of Goffman's 'production formats' was used to identify how staff supported service-users in: nominating next speaker, asking questions, and evaluating answers, and moving to next speaker. Staff's support strategies ranged along a gradient, from those that most respected the service-user's footing as chair (by displays of low entitlement in suggestions, provision of candidate questions, speaking on behalf of the chair, and so on) to those that least did so (ultimately taking full control of the meeting). Without staff intervention, service-users with intellectual impairments struggle to meet the demands of chairing meetings. The practices identified here work to preserve the service-users' entitlement to carry out a designated task, in appearance if not in reality. [ABSTRACT FROM AUTHOR]

The present article addresses the issue of combining conversation analysis (CA) with talk-extrinsic data, with a specific focus on speech and language therapy and education. Even though the use of CA together with other data sources is now generally accepted, particularly in the field of 'applied CA', it is still important to discuss how this is to be done, what pitfalls to avoid, and what methodological problems might remain unresolved. The procedures from a Swedish project on interaction in speech and language intervention that combines CA with interviews and video-based retrospection sessions are used as a basis for discussion. It is stressed that the fruitfulness of combining CA with talk-extrinsic data is strongly related to what research questions are asked, and what values are ascribed to different empirical materials in relation to the overall aims of a project. The article also addresses the potential risks of a methodology such as CA when it is turned into 'just a tool' for detailed transcription. Unless continuous attention is paid to CA's origin and its use for applied purposes, it might become 'bleached', in the sense that it becomes solely a technique, and its theoretical and methodological underpinnings get forgotten. [ABSTRACT FROM AUTHOR]

Copyright of Theatre Research in Canada is the property of University of Toronto Press 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.)

Children with autism, spectrum, disorder (ASD) are vulnerable to interactional trouble. Conversation analytic (CA) work has extensively examined how interactional trouble gets repaired verbally among neurotypical speakers. Other examinations have been concerned with how children with ASD respond to clarification requests, yet little is known about how they might initiate solving difficulties in social interaction. Drawing on CA, this study reports on video recorded interactions involving school-aged children with ASD and their adult co-participants. The analysis shows that children use both verbal and nonverbal resources to initiate the management of apparent troubles. Occasionally the co-participants carry out the repair work, yet sometimes they demonstrate challenges in identifying what the nature of a child's trouble is. In trying to solve such dilemmas, the candidate repairs produced by the co-participants can create further difficulties for these children. The study suggests that the co-participants' sensitive facilitation provides a resource for building mutual understanding. [ABSTRACT FROM AUTHOR]

Adopting a conversation analysis (CA) perspective, this paper explores data which include disabled people in three-party contexts, where the institutional goal is to focus on the wishes, voice and agency of the disabled person. It explores 274 occasions where a third party self-selects for a turn, during social care planning meetings and research interviews. Five broad action patterns are discussed, showing how third parties used their epistemic closeness to the disabled person in order to (1) clarify, (2) respond, (3) prompt, (4) expand and (5) challenge. he sequential consequence of these turns depended on how they were heard and taken up by other parties in the talk. he vast majority of third-party turns could be glossed as supportive to the disabled person. Third parties displayed their sensitivity towards the precise moment that they were 'needed' in the talk. Occasionally, there were challenges and counterinformings done by the third party, which could be analysed as 'epistemic traps'. These moments signaled tensions between the best interests of the disabled person and the imperative to foreground their voice. [ABSTRACT FROM AUTHOR]

Internet usage is high amongst the general population but access problems persist for adults with intellectual disability. A descriptive study was conducted to survey the linguistic accessibility of websites designed for this user group. The purposive sample comprised fifteen UK-based websites associated with the self-advocacy organization People First, plus a matched, mainstream website for comparison. Linguistic measures at lexical and sentence levels were applied to text samples from each website. Readability scores ranged from 4.4 to 23.6 with only three websites achieving below the recommended standard for universal accessibility. Word variability scores ranged from 54 to 80 with many websites employing diverse vocabularies. Most of the websites achieved word frequency mean values within the 5 to 800,000 range. Only one website achieved scores indicative of positive accessibility value on all three measures. Mainstream website scores were unremarkable compared to the People First websites. Linguistic accessibility of websites designed for people with intellectual disability appears to be highly variable. The limitations of the study are discussed. A review of text authoring principles is called for as well as consideration of a mediating role for significant others providing support. [ABSTRACT FROM AUTHOR]