Mapping frameworks and approaches to measuring the quality of transition support services for young people with intellectual and developmental disabilities

Transition to adulthood for young people with intellectual disabilities and developmental disabilities (IDD) has been given significant attention in research, policy development and practice. The aim of this paper was to explore how a recently developed theoretical outcomes-based framework for measuring the quality of services for people with disabilities could potentially be useful in conceptualizing and supporting successful transition to adulthood. The theoretical discussion draws on both the scoping review and template analysis that was used to develop the Service Quality Framework and on a separate study synthesizing expert completed country templates and literature review which included models of and research on successful transition to adulthood. Synthesis identified that using a quality of life outcomes focused framework of Service Quality could be mapped onto and extend current thinking on what is seen as successful transition to adulthood by putting the focus on successful transition as people with IDD moving towards having similar opportunities and quality of life as other adults without disabilities living in the same community/society. Implications of a more wide-ranging definition and holistic view for both practice and future research are discussed

Advances and gaps in policy, practice, and research in transition for students with intellectual and developmental disabilities across four countries

The difficulties faced by youth with intellectual and developmental disabilities (IDDs) and their families as they move into adulthood are widely documented. The aim of the paper is to explore the current situation in terms of transition processes and outcomes in four countries (the US, UK, Australia and Czech Republic) and identify commonalities and differences that help elucidate what might determine different outcomes. Two research methods—expert knowledge and rapid literature review—were combined to identify sources from which information on transition policy, processes, support practices and outcomes was extracted and synthesised. This review identified gaps in the research evidence including inadequate collection and use of data to drive policy and determine effectiveness, limited evidence‐based models or frameworks for successful transition. There was little transition research that included the voices of young people with IDD. More research is necessary to study the practices of highly successful programmes, and to explore the impact of transition programmes and disability support services on a broader range of outcomes, capturing the experiences of young people themselves and identifying factors that determine successful outcomes

COVID-19 IDD: A global survey exploring the impact of COVID-19 on individuals with intellectual and developmental disabilities and their caregivers

Background: This protocol outlines research to explore the impact of coronavirus disease 2019 (COVID-19) on individuals who have intellectual and developmental disabilities and their caregivers. Evidence suggests that people with intellectual and developmental disabilities experience disparities in healthcare access and utilisation. This disparity was evident early in the pandemic when discussions arose regarding the potential exclusion of this population to critical care. Methods: An anonymous online survey will be conducted with caregivers, both family members and paid staff, to explore the impact of COVID-19 on this population in terms of demographics, living arrangements, access to services, the impact of social distancing, and also carer wellbeing. The survey will be developed by the research team, many of whom are experts in intellectual disability within their own jurisdictions. Using back-translation our team will translate the survey for distribution in 16 countries worldwide for international comparison. The survey team have extensive personal and professional networks in intellectual disability and will promote the survey widely on social media with the support of local disability and advocacy agencies. Statistical descriptive and comparative analyses will be conducted. Ethical approval has been obtained for this study from University College Dublin’s Human Research Ethics Committee (HS-20-28-Linehan). Dissemination: Study findings will be prepared in a number of formats in order to meet the needs of different audiences. Outputs will include academic papers, lessons learned paper, practice guidelines, reports, infographics and video content. These outputs will be directed to families, frontline and management delivering disability services, national-level policy makers, healthcare quality and delivery authorities, national pandemic organisations and international bodies

Phenomenon of active citizenship and its responses in lives of people with intellectual disabilities in the Czech Republic and in selected European countries

In this doctoral dissertation the concept of active citizenship and the possibilities of its fulfilment for people with intellectual disability will be explored through data collected in four European countries - the Czech Republic, Switzerland, Ireland and Sweden. The dissertation is divided into three sections and eleven chapters. In the first section, the epistemological foundations are presented, including the perceived connections between contemporary disability paradigms (special and inclusive education) and active citizenship. It includes relevant key notions necessary to clarify the conceptualisation of disability, specifically intellectual disability and the conceptualisation of citizenship and of active citizenship, in particular. There will be a focus on the issue of human rights and on the policies and Conventions which both advocate for the rights of persons with disabilities, and strive for social change and the establishment of equal opportunities for all people with disabilities. The concept of active citizenship will be explored through the domains of employment, community living and political participation and this will be the main focus of the qualitative research. In the second section, the methodological foundations will be presented and the active citizenship domains will be..

Metodické materiály pro práci s žáky se SVP v uměleckém vzdělávání ‒ hudební obor

Podpora uměleckého vzdělávání pro rovné příležitosti, reg. č. projektu: CZ.02.3.62/0.0/0.0/16_037/0004850

Kdo je CAMPI? Aneb dítě s epilepsií ve škole: český dabing anglického destigmatizačního videa

V příspěvku prezentujeme výstup studentů Ateliéru dramatické výchovy při FPE ZČU z předmětu Aktivity v oboru. Představujeme projekt „Kdo je Campi“, který svým tématem úzce souvisí s tématem začleňování žáků s potřebou podpůrných opatření ve vzdělávání do běžného proudu škol. Campi je mořský koník reprezentující žáka epilepsií a zároveň hlavní hrdinu krátkého destigmatizačního video příběhu.OPVV Cesty k inkluzi (CZ.02.3.61/0.0/0.0/15_007/0000166

Diversity and Change in the Labour Market Careers of Persons with Disabilities

The concept of Active Citizenship presumes that for ‘full and effective’ participation in society to be achieved, three principles must be observed. These are the principles of security, autonomy, and influence. Autonomy is of particular relevance for labour market participation. Active Citizenship is promoted when persons with disabilities make choices about work without the impediment of socially imposed barriers and sources of control not experienced by persons without disabilities. As employment is accorded the status of a right by the UN Convention on the Rights of Persons with Disabilities (CRPD), and improved access to work an established goal of the OECD, the EU and its member states, this chapter examines how persons with disabilities experience employment and the degree to which they make choices about employment. To explore these questions, this chapter analyses life-course data from 217 interviews with persons with disabilities born around 1950, 1970 and 1990 in nine European countries (see Chapter 3). It asks how choice shaped people’s employment trajectories ‘within the opportunities and constraints of history and social circumstance’ (Elder, Johnson, & Crosnoe, 2003: 11). The chapter is divided into six parts. The first sets out how the data is used. Three further sections offer accounts of the diverse labour market experiences of individuals in the three age cohorts. The final part reframes the discussion about choice in terms of risk in order to make connections between the life courses of disabled persons and wider socio-economic structures. The chapter ends by drawing broad lessons for the future

Metodické materiály pro práci s žáky se SVP v uměleckém vzdělávání ‒ výtvarný obor

Podpora uměleckého vzdělávání pro rovné příležitosti, reg. č. projektu: CZ.02.3.62/0.0/0.0/16_037/0004850

Methodical materials for work with pupils with SEN in art education - dance field

Metodické materiály připravené v rámci projektu Podpora uměleckého vzdělávání pro rovné příležitosti, reg. č. projektu: CZ.02.3.62/0.0/0.0/16_037/0004850. Obecný a oborové úvody jsou součástí metodických materiálů, které tvoří třídílný celek spolu s didaktickými materiály a publikací zaměřenou na práci s dětmi se sociálním znevýhodněním. Na tyto texty byla navázána celá řada pilotních aktivit, v rámci kterých byly teoreticky popisované metody a pedagogické nástroje vyzkoušeny v praxi. Tyto tři publikace spolu s dalšími doprovodnými aktivitami tvoří hlavní pilíř projektu Podpora uměleckého vzdělávání pro rovné příležitosti, který byl realizován od 1. 10. 2017 do 29. 2. 2020.Methodological materials prepared within the project Support of Art Education for Equal Opportunities, Reg. No. of the project: CZ.02.3.62 / 0.0 / 0.0 / 16_037 / 0004850. General and branch introductions are part of the methodological materials, which form a three-part unit together with didactic materials and publications focused on working with children with social disadvantages. These texts were followed by a number of pilot activities, in which the theoretically described methods and educational tools were tested in practice. These three publications, together with other accompanying activities, form the main pillar of the project Support for Art Education for Equal Opportunities, which was implemented from 1 October 2017 to 29 February 2020

Metodické materiály pro práci s žáky se SVP v uměleckém vzdělávání ‒ literárně-dramatický obor

Podpora uměleckého vzdělávání pro rovné příležitosti (reg. č. projektu: CZ.02.3.62/0.0/0.0/16_037/0004850)