The place of the family of origin in romantic relationships of adults with intellectual disabilities.

The family in the lives of people with intellectual disabilities is not only their closest and most essential social group, but often also their basic or even the only source of support in everyday life from childhood to the late old age. In a situation of adults with intellectual disabilities who start a new romantic relationship (of a formal or informal nature), the family of origin may play different roles and occupy different places in their everyday lives. The research using the phenomenographic method of qualitative research on experiences related to being in long-lasting romantic relationships conducted with adults with intellectual disabilities allowed the author to show the place of family members (parents, siblings, extended family) in their everyday lives and in their relationships with partners.The family in the lives of people with intellectual disabilities is not only their closest and most essential social group, but often also their basic or even the only source of support in everyday life from childhood to the late old age. In a situation of adults with intellectual disabilities who start a new romantic relationship (of a formal or informal nature), the family of origin may play different roles and occupy different places in their everyday lives. The research using the phenomenographic method of qualitative research on experiences related to being in long-lasting romantic relationships conducted with adults with intellectual disabilities allowed the author to show the place of family members (parents, siblings, extended family) in their everyday lives and in their relationships with partners

ACCEPTANCE OF PEOPLE WITH DISABILITIES AND THE PLACE OF RESIDENCE. POLISH EXPERIENCES

The acceptance of people with disabilities is multidimensional and is sometimes analyzed concerning various factors. Both external (demographic) factors, e.g. age, gender, place of residence, type of education or occupation, and internal factors (e.g. level of intelligence, self-esteem, sense of coherence) can be taken into consideration. The study presents the results of an analysis of the relationship between the place of residence and the level of acceptance of people with disabilities. The study uses the Disability Acceptance Scale, which consists of 27 statements and is a tool to measure the level of acceptance of people with disabilities in three dimensions: (1) acceptance of support given to people with disabilities; (2) acceptance of inclusion of people with disabilities in the institutions of social life; (3) acceptance of competences of people with disabilities to function in social roles. The study involved 313 people living in south-eastern Poland, including 156 women (49.84%) and 157 men (50.16%) representing three types of residential settings: countryside, small town, and big city. The results of the research revealed that the respondents declared the highest level of acceptance concerning the inclusion of people with disabilities in the institutions of social life (dimension 2), while acceptance of their competence to function in social roles (dimension 3) was at the lowest level. Besides, statistically significant differences were observed between groups separated by place of residence in terms of the intensity of acceptance for the inclusion of people with disabilities in institutions of social life.

Career aspirations of able-bodied siblings dictated by the experience of disability in the family

This article shows the impact of having a sibling with disabilities in the profession and career choices. Growing up with a brother or sister with a disability affects the development of personality traits and may be associated with the choice of professions related to helping people. This article presents a review of the literature devoted to this issue.This article shows the impact of having a sibling with disabilities in the profession and career choices. Growing up with a brother or sister with a disability affects the development of personality traits and may be associated with the choice of professions related to helping people. This article presents a review of the literature devoted to this issue

Seksualnost odraslih osoba s intelektualnim teškoćama iz perspektive osoblja za podršku

Historically, people with intellectual disabilities have been labeled as asexual or as perpetrators or victims of sexual abuse (McDaniels, Fleming, 2016). They often face discrimination because of their sexuality, regardless of whether they live within residential facilities or family homes (Wingles-Yanez, 2014). This paper presents research results from qualitative studies of the sexuality of adults with intellectual disabilities. Applying a phenomenographic method (Paulston, 1993), the authors conducted 16 interviews with professionals at several daycare and residential centres in north eastern Poland who work with intellectually disabled people. The specific research aims were to answer the following questions: (1) How do support staff workers perceive sexuality and intimate relationships of adults with intellectual disabilities? (2) Which factors contribute to the sexuality and intimate relationships of adults with intellectual disabilities according to support staff workers? (3) What kinds of support related to sexuality and intimate relationships do support staff workers think is essential for people with intellectual disabilities? The authors focus on presenting the professionals’ perceptions of sexuality and intimate relationships of adults with intellectual disabilities and to depict the discourse those workers use. Implications for practice are also discussed, especially the need to provide sexuality support to adults with intellectual disabilities, their therapists and parents.Kroz povijest osobe s intelektualnim teškoćama bile su smatrane aseksualnima ili pak počiniteljima ili žrtvama seksualnog nasilja. Zbog svoje seksualnosti ove se osobe često susreću s diskriminacijom, kako u institucijama, tako i u obiteljskom domu. U ovom su radu prikazani rezultati kvalitativnog istraživanja seksualnosti odraslih osoba s intelektualnim teškoćama. Primjenivši fenomenografsku metodu, autori su proveli 16 intervjua s osobljem koje radi s osobama s intelektualnim teškoćama, iz nekoliko institucija u sjeveroistočnoj Poljskoj. Ciljevi istraživanja bili su dati odgovore na sljedeća pitanja: 1) kako osoblje za podršku percipira seksualnost i intimne odnose odraslih osoba s intelektualnim teškoćama? 2) Koji čimbenici, prema mišljenju osoblja, doprinose seksualnosti i intimnim odnosima odraslih osoba s intelektualnim teškoćama? 3) Koja je vrsta podrške, prema mišljenju osoblja, ključna za seksualnost i intimne odnose osoba s intelektualnim teškoćama? Razmatraju se praktične implikacije dobivenih rezultata, osobito potreba za pružanjem podrške glede seksualnosti odraslima s intelektualnim teškoćama, njihovim terapeutima i roditeljima

Odgoj i obrazovanje djece i mladih s teškoćama u razvoju u Poljskoj i Konvencija Ujedinjenih naroda o pravima osoba s invaliditetom

The Polish system of education provides a variety of schooling options for students with disabilities, including mainstream schools, integrated schools, special schools, home-schooling and remedial centres (for students with profound intellectual disabilities). Since the transformation of the political and economic system in 1989, the education system in Poland has been transforming towards greater inclusion and recognition of the right to equal access to education and training at all levels for students with disabilities. The most important legal act on the rights of disabled people is the Convention of the United Nations on the Rights of Persons with Disabilities (CRPD) of 2006, ratified by Poland in 2012. It acts as a philosophical and moral statement and framework guiding integrated and strategic policy across the nation. Article 24 of the CRPD proclaims the right to education "without discrimination and on the basis of equal opportunity" and obliges State Parties to "ensure an inclusive education system at all levels and lifelong learning" (Art. 24, CRPD, 2006, p. 16). This paper describes and analyses the contemporary educational situation of children and youth with disabilities in Poland, focusing in particular on recommendations of the CRPD and on possibilities and difficulties for fulfilling those recommendations for all students at all levels.Sustav odgoja i obrazovanja u Poljskoj pruža različite mogućnosti školovanja učenicima s teškoćama u razvoju, uključujući pohađanje redovnih škola, posebnih škola, obrazovanje kod kuće te centara za djecu i mlade s većim intelektualnim teškoćama. Od promjene političkog i ekonomskog sustava 1989. godine obrazovni sustav u Poljskoj transformirao se u pravcu veće uključivosti i priznavanja prava učenicima s teškoćama u razvoju na jednak pristup obrazovanju i osposobljavanju na svim razinama. Najvažniji pravni dokument o pravima osoba s invaliditetom Konvencija je Ujedinjenih naroda o pravima osoba s invaliditetom iz 2006. godine, koju je Poljska ratificirala 2012. godine. Taj dokument predstavlja filozofsko i moralno polazište i okvir kojim se rukovodimo u provođenju integriranih i strateških politika. Članak 24 Konvencije naglašava pravo na odgoj i obrazovanje "bez diskriminacije i temeljeno na jednakim mogućnostima" i obavezuje državna tijela na "osiguravanje inkluzivnog obrazovnog sustava na svim razinama učenja, kao i u smislu cjeloživotnog učenja". U ovom radu analizira se i opisuje aktualna situacija glede odgoja i obrazovanja djece i mladih u Poljskoj, s naglaskom na preporuke sadržane u spomenutoj Konvenciji te na mogućnosti i teškoće u ostvarivanju preporuka u odgoju i obrazovanju svih učenika, na svim razinama obrazovanja

The quality of inclusive education from the perspective of teachers in Poland and Croatia

The aim of the study was to explore Croatian and Polish teachers’ opinions on quality of inclusive education. A sample of 173 teachers from Poland and 139 from Croatia completed the Scale on Quality Indicators for Inclusion – for Teachers. In general, teachers reported positive assessments of inclusion quality. Respondents from both countries gave highest ratings on the subscale Support monitoring and evaluation, while the lowest ratings were given on the subscale Teaching assistant support by Polish participants and on the subscale Resources for inclusive education by the Croatian sample. Poland teachers gave higher ratings than Croatian teachers on all the subscales except Teaching assistant support. The discussion makes an attempt to present how two different societal contexts shape the development and implementation of inclusion

Posttraumatski rast majki djece s teškoćama u razvoju

The psychosocial situation of mothers of children with disabilities is most often analysed in the context of difficulties and support capabilities. Less frequently, it is analysed from the perspective of their personal resources. Posttraumatic growth (PTG) is a phenomenon that points to the constructive, positive consequences of traumatic events or radical life changes that require adaptation. Introducing a child with a disability into a family, and the ongoing stress of raising a child with a disability, can be particularly difficult situations that can promote PTG. The aim of this study was to determine the relationship between coping and self-efficacy and PTG in mothers of children with disabilities. The study included 96 mothers of children with autism and mothers of children with profound intellectual disabilities. The study was conducted using The Post-traumatic Growth Inventory, The Coping Orientations to Problem Experienced (COPE), and the General Self-Efficacy Scale. Regression analyses showed the predictive role of coping strategies (such as religion and focus on the problem) and self-efficacy in accounting for PTG variability in mothers of children with disabilities.Psihološka situacija majki djece s teškoćama u razvoju najčešće se analizira u kontekstu njihovih teškoća i kapaciteta za pružanje podrške, a rjeđe se analizira sa stajališta njihovih osobnih resursa. Posttraumatski rast fenomen je koji ukazuje na konstruktivne, pozitivne posljedice traumatskih događaja ili radikalnih životnih promjena koje zahtijevaju prilagodbu. Pojava djeteta s teškoćama u obitelji i kontinuirani stres tijekom podizanja djeteta s teškoćama mogu biti posebno teške situacije koje mogu doprinjeti posttraumatskom rastu. Cilj ovog istraživanja bio je utvrditi povezanost između strategija suočavanja sa stresom, samoučinkovitosti te posttraumatskog rasta kod majki djece s teškoćama u razvoju. U istraživanju je sudjelovalo 96 majki djece s autizmom i majki djece s teškim intelektualnim teškoćama. Za prikupljanje podataka korištena je poljska verzija Inventara posttraumatskog rasta (PTGI - The Post–Traumatic Growth Inventory), adaptirana verzija upitnika COPE (Coping Orientations to Problem Experienced) i Skala opće samoučinkovitosti (General Self-Efficacy Scale). Regresijska analiza pokazala je prediktivnu ulogu strategija suočavanja sa stresom (poput religije i fokusiranosti na problem), kao i samoučinkovitosti u objašnjavanju varijabiliteta u posttraumatskom rastu majki djece s teškoćama u razvoju