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Lettlest sammendrag: Dette er en undersøkelse som handler om at fem personer med utviklingshemming har fått hjelpemidler for å få en bedre hverdag. Hjelpemidlene de fikk, var Ipad og nettbrett, Memoplanner (som er en slags dagsplan) og fjernkontroll. De brukte hjelpemidlene for å følge med på hva som skal skje, og til underholdning. De brukte også hjelpemidler for å snakke med andre og til å velge hva de ville gjøre. De var fornøyde med hjelpemidlene sine. Hjelpemidlene gjorde at de ble mer selvstendige og kunne bestemme mer selv. Det er viktig at personalet hjelper dem med hjelpemidlene. Vitenskapelig sammendrag: Velferdsteknologi har til hensikt å øke muligheten for selvstendighet og deltakelse i hverdagen. Til tross for et økende antall studier om velferdsteknologi for personer med utviklingshemming, finnes det få studier hvor utviklingshemmede med omfattende kommunikasjonsutfordringer blir inkludert som informanter. Fem personer med utviklingshemming ble intervjuet med støtte av symboler, fotografier og kjent personale som hjalp oss til bedre å forstå hva som ble sagt. Studien hadde en inkluderende utforming hvor en medforsker med utviklingshemming deltok i alle studiens faser. Data ble analysert ved en enkel innholdsanalyse. Studien viser høy grad av brukerfornøydhet. Hjelpemidlene ble brukt til ulike aktiviteter i dagliglivet. Velferdsteknologien synes å ha gitt brukerne mer forutsigbarhet og bedre muligheter for selvbestemmelse, selvstendighet og aldersadekvate aktiviteter. Jeg kan! Personer med utviklingshemming og deres erfaringer med velferdsteknologi – En studie med inkluderende design I Can! : persons with intellectual disabilities’ experiences with assistive technology – a study based on an inclusive research design

The implementation of technology in home-based services takes place in contextualised socio-material practices negotiated through interactions between a diversity of actors. Prerequisites for succeeding in this process are time and competence, and that use of the technology is experienced as meaningful, for both the support staff and the resident. In this article, we investigate how implementation of cognitive assistive technology (CAT) in home-based services for young adults with intellectual disabilities influences the support staff`s professional practice. The participants are eight support staff members, five women and three men. Data were collected through two group interviews, the second one 8 months after the first one. The data were analysed according to a systematic text condensation (STC) approach. Result: Implementation of CAT is a demanding process, revealing different perspectives on professionalism and changing power relations, and entails a new way of working for the support staff. Keywords: cognitive assistive technology, implementation, intellectual disabilities, professional practice, support staff How implementation of cognitive assistive technology in home-based services for young adults with intellectual disabilities influences support staff`s professional practice

This article explores relationships between academics and people with intellectual disabilities collaborating in inclusive research. The authors present and reflect upon narrative accounts from Norway and England from both sides of the relationship. Each relationship is examined, including how it was initiated, established, developed and sustained, what worked well, what the obstacles were and how any conflicts were approached. The concept of being an ‘alongsider’, working alongside each other (and alongside participants with intellectual disabilities) is used. The paper shows variety in how alongsider relationships are initiated and fostered over time. Mostly, partnerships were initiated informally, based on pre-existing relationships as friends or through support worker-client relationship or earlier research cooperation, although one was initiated through a formal selection process. The paper concludes that when building relationships over time, the personal dimension is important, including sharing an interest, mutual respect and liking each other, while funding and tight timelines can interfere. Accessible Summary • Academics and researchers with intellectual disabilities from England and Norway wrote this article together. • Academics thought up the idea and wrote the background and discussion; people with intellectual disabilities wrote about their experiences. • The paper tells how we got to know each other and how we kept in touch over time. • We wanted to do this because academic researchers in Norway want to do more research with people with intellectual disabilities, and need to know how to get started and keep it going. • We learnt that it takes time spent alongside each other to build good research relationships, and it depends on having fun together as well as working. • We learnt that the academic researcher needs to provide some support, even when there is someone else with that job. • We learnt that sometimes funding and deadlines can get in the way of building strong research relationships.

In Norway, where all citizens are entitled to live in their own homes in their local communities, people with intellectual disabilities receive community-based home care services that aim to promote their ability to live on their own. In our study, we investigated how using an assistive device for cognitive impairment – namely, a memo planner (MP) – in community-based home care services affected the everyday lives of people with intellectual developmental disabilities (IDD). Our sample consisted of seven young adults with IDD and their support staff. Data were collected during field observations and group interviews and analysed via systematic text condensation. The findings illuminate how using an MP can structure the daily lives of young adults with IDD and afford them opportunities to participate in everyday activities. In this article, we discuss how using an MP shapes interactions between people with IDD and their support staff.

Williams’s paper discusses a very important topic for researchers that want to include the voices of people with intellectual disability (ID): how to get in touch with possible participants.When I ...

Samarbeidsproblemer er vanlig i studentgrupper, noen ganger pa bekostning av laeringsutbytte. Seleksjon og sammensetting av grupper pavirker effektivitet og klima i gruppene. I artikkelen presenteres to relaterte studier av grupper sammensatt ut fra selvrapportert ambisjonsniva. Fokuset er pa studenterfaringer med ulike metoder for gruppesammensetting og konsekvenser for gruppefungering. Studentenes opplevelser er fanget opp ved hjelp av et 9-ledds sporreskjema, innbefattende bade apne og skalabaserte svaralternativer. Resultatene indikerer signifikant bedring i gruppefungering over tid. Det framkommer ogsa vesentlig informasjon om hva studentene opplever som forutsetninger for godt samarbeid i grupper. Summary Collaboration challenges are quite common in student groups, sometimes at the expense of learning outcomes. Selection and composition of groups affect their efficiency and climate. We present two studies of groups composed on the basis of self-reported ambition level. The focus is on student experiences with two methods of composing groups. A 9-item questionnaire with open-ended and likert scale response options was used to obtain student perceptions of the methods and group functioning. The results indicate that group functioning was significantly improved over time. They also provide information of the students’ view on important premises for good collaboration in groups. (Published: 26 April 2013) Citation: Uniped 2013, 36 : 20950 - http://dx.doi.org/10.3402/uniped.v36i1.20950

Care staff in Norway usually work in the private homes of people with intellectual disabilities. Staff experience ethical challenges daily in their interactions with their clients. The aim of this paper is to introduce a vignette validation procedure for selection of practice-close vignettes that can be used to elicit and explore staff reflections on ethical challenges in their work. Staff participants were recruited from different municipalities in one county of Norway. To develop vignettes with good internal validity, the validation process consisted of (1) a field study to identify situations to be included as vignettes, (2) a six-step categorization process to select vignettes with good internal validity, (3) transforming the situations into vignettes, including removal of elements that were too leading or constricting, (4) testing the familiarity and relevance of the preliminary sample of vignettes (external validation), (5) final selection of four vignettes to be included in the investigation, and (...