Getting Out There: Community Support Services for People With Intellectual and Developmental Disabilities in Medicaid HCBS Waivers

Despite an increased number of community-based services, people with intellectual and developmental disabilities (IDD) continue to struggle with meaningful community participation and often feel they are not valued community members. This study examined how community support services, which support physical placement and community integration, were allocated in Medicaid 1915(c) HCBS waivers, the largest provider of long-term services and supports for people with IDD in the United States. Community support services totaled $447.5 million of projected funding in fiscal year 2014. While community transition services funded expenses required to establish a basic household for the initial transition, community integration services promoted a successful community placement by utilizing natural supports and developing skills necessary to maintain community integration

Integrating Mental Skills into a Physical Activity Program for Children and Adolescents with Intellectual Disabilities Intégration des capacités intellectuelles à un programme d'activité physique pour les enfants et les adolescents ayant une déficience intellectuelle

Past studies have found physical activity (PA) programs can be effective in promoting mental skills; however, no research has examined a PA program that incorporates mental skills training for children and adolescents with intellectual disabilities (ID). The purpose of this study was to examine the potential benefits experienced by children and adolescents with ID as they engaged in a 6-week PA and mental skill routine-based program. Participants included four children and adolescents aged 8-15 with ID, and their mothers. Mental skills training was integrated into existing PA program activities to enhance young people " s confidence, focus, and anxiety management. Data were collected through parent interviews, parent questionnaires, and the researcher " s field notes, and examined through content analysis. Results highlight themes related to confidence, focus, and anxiety management, as well as participants " enjoyment of gym sessions and ongoing challenges. Findings suggest mental skills training in a PA setting should be further examined as an alternative therapy for young people with ID. Résumé Même si, dans le passé, des études avaient conclu que les programmes d'activité physique (AP) pouvaient enrichir les capacités intellectuelles (CI), aucune ne s'était penchée sur un programme d'AP intégrant la formation axée sur les capacités intellectuelles à l'intention des enfants et des adolescents ayant une déficience intellectuelle. La présente étude visait donc à examiner les bienfaits éventuels d'un programme routinier de six semaines axé sur l'activité physique et les capacités intellectuelles pour des enfants et des adolescents ayant une déficience intellectuelle. Le groupe de participants réunissait quatre enfants et adolescents de 8 à 15 ans ayant une déficience intellectuelle et leurs mères. Intégrée aux programmes d'éducation physique existants, la formation axée sur les CI avait pour objet d'accroître la confiance en soi des jeunes, d'améliorer leur concentration et de les aider à mieux gérer leur anxiété. Les données ont été recueillies à l'aide des entrevues menées avec les parents, des questionnaires Spassiani & Fraser-Thoma

Developing a mathematics module for students with intellectual disability in higher education

Individuals with intellectual disability (ID) have largely been excluded from accessing all levels of education and participating in college life. Fortunately, academic institutions around the world are slowly beginning to examine how they can support equal citizenship of individuals with ID within their community. In Ireland, one university has recently accredited an innovative higher education programme for college students with intellectual disabilities. One of the emergent modules focuses on mathematics and recognises the importance of developing students’ numeracy skills in order to confidently navigate today’s society. Despite the increased emphasis on general mathematics education, the authors found there to be a dearth of research regarding the development of such a module for students with ID. This paper describes the design and development of the mathematics module and also details its piloting and evaluation with a cohort of students with ID who were enrolled in a higher education course in an Irish university

Integrating Mental Skills into a Physical Activity Program for Children and Adolescents with Intellectual Disabilities Intégration des capacités intellectuelles à un programme d'activité physique pour les enfants et les adolescents ayant une déficience intellectuelle

Past studies have found physical activity (PA) programs can be effective in promoting mental skills; however, no research has examined a PA program that incorporates mental skills training for children and adolescents with intellectual disabilities (ID). The purpose of this study was to examine the potential benefits experienced by children and adolescents with ID as they engaged in a 6-week PA and mental skill routine-based program. Participants included four children and adolescents aged 8-15 with ID, and their mothers. Mental skills training was integrated into existing PA program activities to enhance young people " s confidence, focus, and anxiety management. Data were collected through parent interviews, parent questionnaires, and the researcher " s field notes, and examined through content analysis. Results highlight themes related to confidence, focus, and anxiety management, as well as participants " enjoyment of gym sessions and ongoing challenges. Findings suggest mental skills training in a PA setting should be further examined as an alternative therapy for young people with ID. Résumé Même si, dans le passé, des études avaient conclu que les programmes d'activité physique (AP) pouvaient enrichir les capacités intellectuelles (CI), aucune ne s'était penchée sur un programme d'AP intégrant la formation axée sur les capacités intellectuelles à l'intention des enfants et des adolescents ayant une déficience intellectuelle. La présente étude visait donc à examiner les bienfaits éventuels d'un programme routinier de six semaines axé sur l'activité physique et les capacités intellectuelles pour des enfants et des adolescents ayant une déficience intellectuelle. Le groupe de participants réunissait quatre enfants et adolescents de 8 à 15 ans ayant une déficience intellectuelle et leurs mères. Intégrée aux programmes d'éducation physique existants, la formation axée sur les CI avait pour objet d'accroître la confiance en soi des jeunes, d'améliorer leur concentration et de les aider à mieux gérer leur anxiété. Les données ont été recueillies à l'aide des entrevues menées avec les parents, des questionnaires Spassiani & Fraser-Thoma

Examining Chronic Disease, Pain-Related Impairment, and Physical Activity Among Middle-Aged and Older Adults in Canada: Implications for Current and Future Aging Populations

Purpose: With high levels of chronic disease (CD) and pain-related functional impairment (PFI), and low levels of physical activity (PA) among middle-aged and older adults, it is important to investigate ways to design age- and health condition-appropriate PA interventions.Methods: Using Canadian Community Health Survey data, relationships among CD, PFI, covariates, and PA were examined in mid- (40-59y; n=36,288) and later- (60y+, n=44,890) life.Results/Conclusions: PA levels varied between middle-aged and older groups according to CD and PFI status. Results are useful for developing targeted and tailored PA interventions to support the health of current and future populations

‘Now that I am connected this isn't social isolation, this is engaging with people’: Staying connected during the COVID‐19 pandemic

BackgroundThe COVID-19 global pandemic has put adults with intellectual/developmental disabilities at greater risk of being socially excluded due to physical distancing. Technology has been looked at as a tool for adults with intellectual/developmental disabilities to stay connected, however, little is known about this topic. The purpose of this study was to explore how a grassroots disability organisation used technology to help adults with intellectual/developmental disabilities feel socially connected during the pandemic.MethodsData were collected through questionnaires, attendance records, and field notes; and analysed through trend and thematic analysis.FindingsFour main themes emerged from the data: active leadership, mental wellbeing, technology/digital inclusion, and safety.ConclusionThese findings suggest that when participants overcome technological barriers they found it easy to socially connect online during lockdown

“Teaches People That I'm More Than a Disability”: Using Nominal Group Technique in Patient-Oriented Research for People With Intellectual and Developmental Disabilities

Individuals with intellectual and developmental disabilities (IDD) have complex healthcare needs, which are often unmet. Nominal group technique (NGT) uses a mixed-methods approach, which may engage the IDD population in the research process in a person-centered manner and address the shortcomings of traditional research methods with this population. NGT was used with a group of 10 self-advocates to evaluate a series of healthcare tools created by and for individuals with IDD. Participants provided helpful input about the strengths of these tools and suggestions to improve them. NGT was found to be an effective way to engage all participants in the research process

Using Photovoice as a Participatory Method to Identify and Strategize Community Participation with People with Intellectual and Developmental Disabilities

Background: Adults with intellectual and developmental disabilities (I/DD) experience barriers to community participation, yet their insider experiences of environmental barriers and supports to participation are largely absent from the literature.Aim/Objective: The aims of this research were to evaluate Photovoice as a participatory research method, examine environmental barriers and supports to community participation, and develop strategies to support self-determination and community participation for and with people with I/DD.Material and Method: This study utilised a participatory action research (PAR) approach in which participants used Photovoice during interviews and audits of participation environments to identify high interest participation activities and document supports and barriers in these environments. Data analysis utilised an iterative,participatory approach in which researchers and participants teamed up to select, contextualise, and codify the data. Thematic analyses involved both inductive and realist approaches.Results/Findings: Participants included 146 community-dwelling adults with I/DD from three U.S. urban sites. We present a conceptual model of nine themes at microsystem, mesosystem, exosystem, macrosystem, and chronosystem environmental levels.Conclusions: Using Photovoice as a participatory method to strategize community participation can help ground systems change efforts in the voices of people with I/DD.Significance: By including people with I/DD in conversations that concern them, researchers and practitioners can support this population in ways that they find meaningful

Likes, dislikes, supports and barriers: the experience of students with disabilities in university in Ireland

There are more students with disabilities going to college than ever before. It is important that colleges understand the experiences of students with disabilities when in university. This research project was carried out by 12 students with intellectual disabilities who are enrolled in an Irish university,under the guidance of their lecturers. The project looked at four research questions: (1) what do we like about going to college; (2) what do we dislike about going to college; (3) what supports do students with disabilities experience to participation in college; and (4) what barriers do students withdisabilities experience to participation in college? The results show many interesting findings about what students with disabilities experience in college and this information can be used to help colleges better support students with disabilities