Table 1 Publications on intellectual disabilities
Relevant publications | Subject | Main results | Country | Materials and methods |
|---|---|---|---|---|
Feldman et al. (2012) [31] | preliminary evaluation of health rights training | training group made significantly more correct responses on post training and follow-up tests | Canada | RCT with 6 month follow-up (N = 31) |
Brolan et al. (2012) [32] | meaning, perceptions and experiences of advocacy by family members and paid support workers of adults with ID | advocacy roles are vital to people with ID | Australia | RCT (113 parents, 84 support workers of adults with ID) |
Sermier Dessemontet & Bless (2013) [12] | the impact of including children with ID in general education classrooms with support on the academic achievement of their low-, average-, and high-achieving peers without disabilities | no significant difference in the progress of the low-, average- and high-achieving pupils from classrooms with or without inclusion | Switzerland | quasi-experimental study (N = 404) |
Gray et al. (2014) [33] | changes in living arrangements and participation in daytime activities over time in a community population of young people with ID | adequate provision of accommodation and employment services for young adults with ID is lacking | Australia | quantitative longitudinal study (N = 536) |
McConkey & Leavey (2013) [22] | changes from 2001 to 2011 in Irish attitudes towards the right to sexual fulfilment of persons with ID | in 2011, half the people in the survey thought that people with ID had the right to sexual relationships | Ireland | quantitative study in 2001 (N = 1000), in 2006 (N = 1004), in 2011 (N = 1039) |
Badia et al. (2013) [16] | leisure activities of persons with ID | leisure activities and recreation activities were mostly solitary and passive in nature; age, type of schooling and severity of disability determine participation | Spain | cross-sectional quantitative study (N = 237) |
Gobrial (2012) [24] | awareness of human rights of children with ID in Egypt | widespread lack of awareness of the rights of children with ID; respondents believed that these children had limited access to mental health care, social care, education and rehabilitation | Egypt | quantitative study, parents of children with ID (N = 72), professionals (n = 50), neither parents nor professionals (n = 78) |
Stancliffe et al. (2011) [18] | benchmark on the degree of choice exercised by adult service users with ID in the USA | individuals living in their own home or an agency-operated apartment were more likely to choose where and with whom they live than individuals in nursing homes, institutions or group homes | USA | quantitative study (N = 6778) |
Dusseljee et al. (2011) [34] | variations in community participation in the domains work, social contacts and leisure activities among people with ID | most people with ID in the Netherlands have work or other daytime activities, have social contacts and have leisure activities; people with ID in general hardly participate in activities with people without ID | Netherlands | quantitative study (N = 653) |
Badia et al. (2011) [17] | influence of personal characteristics and environmental factors on the participation in leisure activities of people with ID | participation in leisure activities is determined more by personal factors and perceived barriers than by disability-related factors | Spain | cross-sectional quantitative study (N = 237) |
Aznar et al. (2012) [26] | testing the usefulness of the ITINERIS scale on the rights of persons with intellectual disabilities (ISRPID) | the ISRPID can be an appropriate scale to monitor the UN-CRPD rights at an individual or group level | Chile | 705 persons with ID, control group of 524 college students |
Martin & Cobigo (2011) [35] | improving the understanding of the concept of social inclusion and its indicators | a clear definition of inclusion and its measurement is needed for decision-makers and service providers | Canada | retrospective analyses with adults residing in institutions (N = 1014) and with adults receiving community-based residential services (n = 327) |
Drew et al. (2011) [7] | types of human rights violations experienced by people with mental and psychosocial disabilities in low-income and middle-income countries | wide range of human rights violations including the inability to access adequate mental health services or being subjected to stigma and discrimination | Belize, Bosnia and Herzegovina (and others) | survey (N = 51 people with mental and psychosocial disabilities from 18 countries) and review of literature |
Fasching (2012) [36] | access to labour market measures to enhance vocational participation for people with ID | vocational guidance predominates qualifying measures and measures directly aiming at integration on the regular labour market | Austria | nationwide survey (N = 625 persons with ID participating in vocational measures) |
Gomez et al. (2011) [37] | Exploratory investigation about implementation of human rights according to UN-CRPD | many situations of abuse and negligence are still existing. Violation of privacy recognized as major problem by both groups | Spain | quantitative study (N = 586 persons with ID in defined services and N = 161 professionals in the same services) |
Garcia Iriarte et al. (2014) [38] | main issues for people with ID in Ireland | core concerns: Living options, employment, relationships, citizenship, leisure time, money management, self-advocacy and communication | Ireland | national study involving 23 focus groups (N = 168) |
McConkey et al. (2013) [14] | inclusion within the context of Youth Unified Sports (which combines of players with ID and those without ID in the same sport teams) as perceived by athletes, partners, coaches, family carers and community representatives | factors which facilitate social inclusion of athletes: personal development of athletes and partners, creation of inclusive and equal bonds, promotion of positive perception of athletes, building alliances within local communities | Serbia, Poland, Ukraine, Germany, Hungary | qualitative study, 75 interviews in five different countries |
O’Connor et al. (2012) [11] | lecturer responses to the inclusion of students with ID auditing undergraduate classes | the initiative was strongly supported by all lecturers, providing opportunity to consider more inclusive instructional approaches for all learners | Ireland | qualitative study (N = 11) |
Saaltink et al. (2012) [39] | the right to participation for young people with ID in a family context | young people with ID follow an age-typical yet restricted pattern of participation in decisions about their lives; supported decision-making strategies are recommended | Canada | qualitative study (N = 10) |
Hillman et al. (2012) [40] | issues related to human rights arising within the daily lives of people in personal support networks that included adults with ID | maintenance of rights within a supportive environment can be facilitated by deep knowledge, respect, promotion of active participation and provision of support | Australia | qualitative study, ethnographic study of 9 personal support networks |
Shaw et al. (2011) [19] | views of people with ID and their family members regarding preferred models of housing and support for ageing people with ID | the main preference were models of housing that provide the opportunity to live in close proximity to their peers and in large groups in the community | Australia | qualitative study, focus group and individual interviews, adults with ID (N = 15) and family members (n = 10) |
Kelly et al. (2009) [41] | views and experiences of Irish people with ID in the area of sexuality and relationships | people with ID are getting insufficient sex education | Ireland | qualitative study, focus groups (N = 15) |
O’Brien et al. (2009) [10] | experiences of students with ID gaining access into a university setting | inclusion within the university setting led the students to see themselves more alike than different to their peers, they felt more accepted, more competent and more socially networked | Ireland | qualitative study, focus groups (N = 19) |
Frawley & Bigby (2011) [13] | political orientations of advisory body members with ID, their participatory experiences and the types of support they received | the political perspective of members with ID varied; work was found hard but rewarding; both practical and intangible obstacles to participation were encountered | Australia | qualitative study, members of disability advisory bodies with ID (N = 9) and without ID (n = 12) |
Cobigo (2014) [42] | lived experiences of persons with intellectual and developmental disabilities (IDD), identifying core components of the fundamental right of choice | four components identified: availability of choice opportunities, provision of choice options, informed cognitive process and act of choosing, supportive environment. | Canada | scoping review |