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Before yesterdayWiley: British Journal of Learning Disabilities: Table of Contents

How to Mentor But Not to Helicopter Students in Inclusive Higher Education

βœ‡Wiley: British Journal of Learning Disabilities: Table of Contents
By: Verena Hawelka， Maria Kreilinger， Christina Penn， Eva Steindl
9 January 2025 at 08:41

ABSTRACT

Background

BLuE – β€˜Bildung, Lebenskompetenz und Empowerment’ [β€˜Education, Life Skills and Empowerment’] – is an inclusive university programme with a peer-mentoring system, where students of the primary education programme assist students with attributed cognitive or mental disabilities as tutors. Deutsch et al. (2024) showed that it is a challenge to achieve a balance between providing adequate support and avoiding well-meant but exaggerated support. This balance requires on-going negotiations.

Methods

The participatory research project contained two sequences of semi-structured focus groups with BLuE students and tutors.

Results

Various points of tension, all concerning negotiation of responsibility, were identified. Tutors individually seem to manage responsibility for the BLuE student's study without openly discussing it, often making decisions internally. BLuE students make decisions for themselves in accordance with tutors' preferences but without reference to recognised problems.

Conclusions

Tutors play a crucial role in fostering self-responsibility and autonomy in BLuE students. Rather than feeling solely responsible for ensuring course requirements are met, tutors and BLuE students should engage in open discussions about how to share responsibility for the student's studies and the process of gaining greater independence.

Impact of COVID‐19 Pandemic on Children With Intellectual Disabilities and Their Parents: The Perspective of Parents in India

βœ‡Wiley: British Journal of Learning Disabilities: Table of Contents
By: Pariz Pikul Gogoi， Munmun Jha
7 January 2025 at 11:53

ABSTRACT

Background

The COVID-19 pandemic affected children with intellectual disabilities and their parents in numerous ways. This study investigates the impact by analysing the narratives of their parents in the city of Guwahati, located in Assam, a northeastern state of India. The study contributes to the scholarship on intellectual disability in relation to the COVID-19 pandemic. It suggests the central role of parents and the necessity of empowering them with timely information and disability training, which will help sustain the uninterrupted development of children.

Methods

This study employs a qualitative method with semi-structured interviews. Twelve parents of children with intellectual disabilities from three special schools participated in this study. The questions explored their lived experiences with their children, caregiving responsibilities at home and the challenges they faced due to the disruption of special services during the pandemic.

Findings

Four key themes emerged from this study: (1) the pandemic led to the disruptions of special services for children with intellectual disabilities, (2) children's physical mobility was restricted at home, and they could not access regular need-based therapies or exercise their social skills in special schools, (3) parents suffered psychological stress as they could not fathom how to manage the children at home and (4) parents underwent financial hardships due to their lack of resources and loss of family income during the pandemic.

Conclusions

Parents emphasized the need for timely information regarding disability-related measures to understand and deal with the risks of the pandemic. Some parents tried to engage their children in activities at home. This study recommends the strengthening of disability training for parents to limit the negative psychological effects and issues faced by children with intellectual disabilities. Future research should explore and unravel positive coping mechanisms used by the parents.

Inclusive Research for an Inclusive University: Analysing the Investiguem Programme Experience

βœ‡Wiley: British Journal of Learning Disabilities: Table of Contents
By: Odet Moliner， Inmaculada Orozco
6 January 2025 at 09:29

ABSTRACT

Background

An increasing number of Spanish universities have been promoting post-compulsory education for the social and occupational inclusion of young people with intellectual, developmental and/or autism spectrum disabilities. In this study, we critically analysed Investiguem, an inclusive research training programme developed at a Spanish university. This analysis was driven by a twofold aim: to assess the impact of the programme as a transformative endeavour for participants and to analyse the tension-related effects of the programme on university research cultures, policies and practices.

Methods

Methodologically, this study was a programme evaluation.

Findings

The results revealed substantial changes in participating students in terms of the personal, social and research competencies that they acquired. They also became empowered, gained self-determination, actively participated in all phases of research and developed greater independence and autonomy. Researchers involved in the programme reported changes in the questioning of their roles and positioning as researchers, the ethics and usefulness of research, accessibility and trust in young individuals.

Conclusions

The findings provide practical implications based on a counter-hegemonic model of inclusive research uncovered elements that put a strain on research cultures, practices and policies to improve them.

Experiences of South African Learners With Severe Intellectual Disabilities From Low Socioeconomic Backgrounds on Their Educational Challenges During the COVID‐19 Pandemic

βœ‡Wiley: British Journal of Learning Disabilities: Table of Contents
By: Mandie Cecilia Mudali， Lucia Munongi
3 January 2025 at 05:24

ABSTRACT

Background

The global COVID-19 pandemic brought various challenges for learners around the world. This paper reports on the perceptions of learners with Severe Intellectual Disabilities coming from low socioeconomic backgrounds in the South African context on the educational challenges that they experienced during the COVID-19 pandemic.

Methods

Using the qualitative research methodology, data were collected from six learners (three females and three males) using semi-structured individual interviews.

Results

Thematic data analysis yielded four themes, namely, loss of learning time, lack of interaction with others, lack of access to resources and lack of parental support.

Conclusion

Despite the pandemic affecting every learner negatively, in this study, among those with Severe Intellectual Disabilities who came from low socioeconomic backgrounds, the challenges faced by children with severe intellectual disabilities were unique and likely worsened by having Severe Intellectual Disabilities.

Can Natural Supporters Be Fostered to Support Adults With Intellectual Disabilities to Become Local Volunteers or to Join Mainstream Leisure Groups in Irish Rural Towns and Villages?

βœ‡Wiley: British Journal of Learning Disabilities: Table of Contents
By: Geraldine Boland， Anne‐Marie Potter， Eilin de Paor， Suzanne Guerin
30 December 2024 at 07:32

ABSTRACT

Background/Aims

This study explored supporting the social inclusion of adults with intellectual disabilities living in rural areas, by engaging natural supporters (other than family members and paid staff).

Methods

This qualitative study involved educating and preparing six local connectorsβ€”each a member of mainstream volunteering and/or leisure clubs to support six people with intellectual disabilities to join. Qualitative interviews were used to explore the experiences of local connectors.

Findings

Six clusters of meaning were identifiable from content analysis including the support provided by local connectors, communication/interaction and supports for continued attendance. Rural local connectors had strong local knowledge and connections that facilitated those with disabilities to make local acquaintances.

Conclusions/Implications

As part of a structured programme, natural supporters can be engaged to support people with intellectual disabilities to become known and make connections in their rural neighbourhoods. Implications for practice include sourcing social roles as close as possible to home for rural dwellers and the importance of flexible transport. The characteristics of local connectors and the club ethos/culture that facilitates social inclusion are identified. Policy recommendations include that local authorities offering funding to local clubs develop guidelines and education for members, with a view to embedding diverse membership as a guiding principle.

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