British Journal of Learning Disabilities最新文献

{"title":"How to Mentor But Not to Helicopter Students in Inclusive Higher Education","authors":"Verena Hawelka,&nbsp;Maria Kreilinger,&nbsp;Christina Penn,&nbsp;Eva Steindl","doi":"10.1111/bld.12646","DOIUrl":"https://doi.org/10.1111/bld.12646","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>BLuE – ‘Bildung, Lebenskompetenz und Empowerment’ [‘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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The participatory research project contained two sequences of semi-structured focus groups with BLuE students and tutors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 1","pages":"203-210"},"PeriodicalIF":1.2,"publicationDate":"2025-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143446685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘We Are Students: Experiences From Our Student Lives at a University in Norway’","authors":"Tone Brynildsen,&nbsp;Ingrid Eid Jacobsen,&nbsp;Anna Chalachanová,&nbsp;Inger Marie Lid","doi":"10.1111/bld.12643","DOIUrl":"https://doi.org/10.1111/bld.12643","url":null,"abstract":"&lt;p&gt;The pilot project, Higher Education in Human Rights for Students with Intellectual Disabilities was externally funded by the foundation DAM&lt;sup&gt;1&lt;/sup&gt;, developed in cooperation with the Norwegian Association for Persons with Intellectual Disabilities&lt;sup&gt;2&lt;/sup&gt; and Oslo municipality. It aims to develop study courses for students with intellectual disabilities in Norway's higher education system. The development of the pilot project is based on Article 24 in the Convention on the Rights of Persons with Disabilities (United Nations &lt;span&gt;2006&lt;/span&gt;), which reads: “States Parties recognize the rights of persons with disabilities to education. To realize this right without discrimination and based on equal opportunities, States Parties shall ensure an inclusive education system at all levels and lifelong learning” (United Nations &lt;span&gt;2006&lt;/span&gt;, article 24). The change towards a more inclusive education goes back to the Salamanca Statement (UNESCO &lt;span&gt;1994&lt;/span&gt;), an international consensus regarding the need to provide equal educational rights to persons with special education needs. Inclusive education is discussed and presented in different ways. One of the ways of communicating inclusive education is in light of a so-called narrow and broad definition of inclusive education (Haug &lt;span&gt;2017&lt;/span&gt;). While the narrow definition includes children/persons with special needs (Haug &lt;span&gt;2017&lt;/span&gt;), the broad definition includes all marginalised groups in vulnerable positions regarding their access to education (Nelis, Pedaste, and Šuman &lt;span&gt;2023&lt;/span&gt;). The narrow definition sheds light on including persons with special needs in mainstream education and their participation and educational/pedagogical accommodation that allows the students to reach their educational potential (Nelis, Pedaste, and Šuman &lt;span&gt;2023&lt;/span&gt;, 2). The pilot project is a possible contribution within the aspect/field of narrow definition of inclusive education. The development of the courses in the pilot project was otherwise inspired by the work of O'Brien et al. (&lt;span&gt;2018&lt;/span&gt;). The book brings knowledge of theoretical underpinnings and practical examples of the development of higher education courses and provisions of higher education for students with intellectual disabilities in different countries. The first chapter of the book lays out models of organisation of higher education for persons with intellectual disabilities and describes three models: The fully inclusive model (where the students attend the same classes as their peers), the both segragated and inclusive models (where the students experience both a segregated and inclusive models), and the segregated model (the students are thought in segregated classes on the university ground) (Neubert et al. 2001 in O'Brien et al. &lt;span&gt;2018&lt;/span&gt;, 11). The pilot project tries out two of the models, the hybrid model and the segregated model as described by O'Brien et al. (&lt;span&gt;2018&lt;/span&gt;). In this","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 1","pages":"9-16"},"PeriodicalIF":1.2,"publicationDate":"2024-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12643","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143447136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"You Can't Exclude Us Anymore! A Critical Reflection of Inclusive Research and Teaching Opportunities for People With Intellectual Disabilities in University Settings","authors":"Natasha Spassiani,&nbsp;Theo Armstrong,&nbsp;Mojca Becaj,&nbsp;Andrew Hiddleston,&nbsp;Anna Higgins,&nbsp;Aaron Hume,&nbsp;Jodi Robertson,&nbsp;Tony Young","doi":"10.1111/bld.12640","DOIUrl":"https://doi.org/10.1111/bld.12640","url":null,"abstract":"&lt;p&gt;Historically, universities were a place of exclusion for people with disabilities, particularly people with intellectual disabilities. This exclusion was due to the false views that people with intellectual disabilities were unable to be educated, think critically or meaningfully contribute to academic activities, such as teaching and research. Fortunately, the disability and self-advocacy movements have challenged these stereotypes about intellectual disabilities and have advocated for the rights of people with intellectual disabilities to have equal access to education and employment. Typically, if people with intellectual disabilities were in university settings, it was to be studied in research projects or used as teaching objects. People with intellectual disabilities being students in higher education or employed by a university to conduct research or teach students was not seen as a possibility until recently.&lt;/p&gt;&lt;p&gt;One of the main ways to include people with intellectual disabilities in university settings is by doing inclusive (participatory) research. This means allowing people with intellectual disabilities to have an active voice in leading research and that they are meaningfully involved in the research process. This includes developing research questions, collecting and analysing data and writing and presenting research findings. Inclusive (participatory) research is to ensure that people with intellectual disabilities are not research subjects being studied by researchers (Strnadová and Walmsley &lt;span&gt;2018&lt;/span&gt;; Spassiani and Friedman &lt;span&gt;2014&lt;/span&gt;; Johnson and Walmsley &lt;span&gt;2003&lt;/span&gt;, 10; Abma, Nierse, and Widdershoven &lt;span&gt;2009&lt;/span&gt;). Conducting inclusive research with people with intellectual disabilities is a complex process requiring many practical, ethical and methodological considerations (Hewitt et al. &lt;span&gt;2023&lt;/span&gt;), which may be a reason why this type of research is not common. Ensuring that people with intellectual disabilities are actively involved in leading research adds great value to the lives of individuals conducting the research and enhances the overall quality of the research (Walmsley, Strnadová, and Johnson &lt;span&gt;2018&lt;/span&gt;; Spassiani, Becaj, et al. &lt;span&gt;2023&lt;/span&gt;; Spassiani, Abdulla, et al. &lt;span&gt;2023&lt;/span&gt;). Inclusive research allows people with intellectual disabilities to be able to help lead the change at the individual and societal level so that people with intellectual disabilities can live better lives (Salmon, Barry, and Hutchins &lt;span&gt;2018&lt;/span&gt;). Despite the benefits of inclusive research, there has been limited research done to meaningfully include people with intellectual disabilities as having an active role of being researchers (Rios et al. &lt;span&gt;2016&lt;/span&gt;; Bigby, Frawley, and Ramcharan &lt;span&gt;2014&lt;/span&gt;).&lt;/p&gt;&lt;p&gt;It is also common for people with intellectual disabilities involved in research to not be fairly paid for their expert knowledge and time working on the proje","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 1","pages":"1-8"},"PeriodicalIF":1.2,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12640","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143446910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Researching Together: Researchers With and Without Disabilities Engage Across National and Interdisciplinary Boundaries","authors":"Jess Mannion,&nbsp;Lori B. Vincent,&nbsp;Stephen D. Kroeger,&nbsp;Tricia Blee,&nbsp;Oisin Daly,&nbsp;Rhena Gallagher,&nbsp;Bryan Higgins,&nbsp;Mairead McHugh,&nbsp;Kerri Wolfer,&nbsp;Brittany E. Hayes","doi":"10.1111/bld.12634","DOIUrl":"https://doi.org/10.1111/bld.12634","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>The Relationships and Sexuality Research Team consists of researchers with learning disabilities who specialise in research on sexual citizenship and use visual and creative research methods. They are collaborating with academics on an innovative, cross-national, interdisciplinary and co-produced research project that brings together research teams from Ireland, the United Kingdom and the United States. Together, we gauged how effective this way of working was for use with an international research team.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Each of the 10 researchers participated in an interview using graphic narrative to co-create their story in comic form, uncover the origin stories and motivating elements of our mutual involvement and identify, in a formative way, conditions of equitable participation. Two focus groups followed this to explore perceptions and experiences of this project, one with the researchers with learning disabilities and one with the non-disabled academics and practitioner-researchers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Many benefits were identified. This approach fosters learning new perspectives and innovative research methods, leading to meaningful and equitable research outcomes. However, we identified various barriers relating to power and communication due to professional jargon, cultural terminology, speech and articulation differences, accents and online communication. This led us to devise several strategies to implement to work towards more inclusive research.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>For research teams with diverse teams, there needs to be the opportunity to build trust and find common ground. Reflecting on the process and making changes early on is crucial, as well as focusing on inclusion and equity rather than agendas.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 1","pages":"192-202"},"PeriodicalIF":1.2,"publicationDate":"2024-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12634","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143446633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Uncharted Territory: Delving into Unexplored Knowledge to Curb Ableism in Academia","authors":"Alice Schippers,&nbsp;Mark Koning,&nbsp;Leo Cardinaal","doi":"10.1111/bld.12627","DOIUrl":"https://doi.org/10.1111/bld.12627","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Language can reflect bias: an ‘intellectual’ disability means for many people that you cannot be an academic knowledge producer; a ‘learning’ disability means that your education will be hampered. Like language definitions, academic practices can reflect societal biases. The social (in)justice regarding knowledge and knowledge production is called epistemic injustice, and it has resulted in exclusion of nonconventional knowers, such as persons with intellectual or learning disabilities, from academia and higher education (other than as objects of research).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This paper will discuss academic practices through the lens of epistemic (in)justice and look at the potential of inclusive research and educational practices therein. We will briefly describe dominant ways of knowing (e.g., abstract, verbal), and counter these practices in exploring practical, tacit, embodied and affective ways of knowing.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>For people with intellectual disabilities to be able to gain recognition as ‘real’ knowers within academia, we need to include diverse types of knowing and enable academic practices to be inclusive of people with intellectual disabilities. Inclusive practices can support a paradigm shift away from dominant ways of knowledge production in research and education, by centralising and correctly interpreting alternate knowledge. Experiences of scholars with intellectual disabilities appear to confirm the value of different ways of knowing.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Drawing from these experiences, we will discuss the importance of relational autonomy, collectively owned and adaptive knowledge, and the learning context.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 1","pages":"211-220"},"PeriodicalIF":1.2,"publicationDate":"2024-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12627","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143447043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How People With an Intellectual Disability Experience Inclusive Third-Level Education: A Scoping Review","authors":"Therese Hennessy,&nbsp;Jennifer McMahon,&nbsp;Owen Doody","doi":"10.1111/bld.12626","DOIUrl":"https://doi.org/10.1111/bld.12626","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Third-level education is a relatively new opportunity for people with intellectual disabilities. The development of third-level educational opportunities for this population rests on understanding their experiences and suggestions for programme development and improvement. The aim of this study is to establish how inclusive third-level education is experienced by people with intellectual disabilities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>A scoping review was conducted using Arksey and O'Malley's framework of peer-reviewed empirical research published between 2002 and 2023 that reported on the experience of third-level education for people with intellectual disabilities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>People with intellectual disabilities are engaging in third-level education courses within University Campuses. They consider such programmes as opportunities to meet aspirations and to enable independent living especially through employment. Their experiences are influenced by supportive staff, initiatives and challenges and they have opinions on how to improve third-level programmes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>People with intellectual disabilities value and embrace the opportunities to engage in third-level education. Their experience is mixed with positive personal outcomes and challenges. Future research is needed to examine effective approaches to overcoming challenges and finding ways to develop programmes that meet the needs of adults with intellectual disabilities.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 1","pages":"158-191"},"PeriodicalIF":1.2,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12626","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143446826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Social Inclusion Through Making Neighbourhood Connections: Experiences of Older Adults With Intellectual Disabilities of Local Volunteering and Leisure, Facilitated by Local Connectors","authors":"Geraldine Boland,&nbsp;Anne-Marie Potter,&nbsp;Eilin de Paor,&nbsp;Suzanne Guerin","doi":"10.1111/bld.12624","DOIUrl":"https://doi.org/10.1111/bld.12624","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The social networks of adults with intellectual disabilities are often small and may be limited to family, paid staff and others with disabilities. This study explored the social inclusion of six individuals who joined mainstream leisure clubs or became local volunteers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>This qualitative intervention study provided structured support and education to local connectors, existing members of clubs/organisations who provided one-to-one support to new members with intellectual disabilities. After 4 months, qualitative interviews were conducted to explore the experiences of the six participants with disability. Data were analysed using content analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Individuals joining mainstream leisure clubs or volunteering, with natural supporters, creates opportunities for making new acquaintances and expanding social networks. Finding local connectors and opportunities for shared volunteering or leisure activities based on personal goals/interests are key to individuals forming new acquaintances close to where they live. Barriers and facilitators to participation are identified.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Adults with intellectual disabilities becoming volunteers or joining mainstream leisure clubs has the potential to lead to enhanced opportunities for social inclusion in their neighbourhoods. Implications for policy and practice are examined. Recommendations for further research are explored. A Valued Social Role Checklist developed from this study offers a tool when sourcing social roles.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 1","pages":"145-157"},"PeriodicalIF":1.2,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12624","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143447090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Healthcare for People With Intellectual Disabilities: An Exploration of Intellectual Disability Service Providers' Experiences of Joint Working With Acute Service Providers When People With Intellectual Disabilities Access Healthcare in Acute Services","authors":"Eileen Kelleher,&nbsp;Maria Caples,&nbsp;Teresa Wills,&nbsp;Anne-Marie Martin","doi":"10.1111/bld.12625","DOIUrl":"https://doi.org/10.1111/bld.12625","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Individuals with intellectual disabilities often require various supports in their everyday lives. Many access both acute and intellectual disability services depending on their needs. Previous research has highlighted suboptimal experiences of care provided in acute services. Joint working between both services has been recognised as a measure of improving healthcare for this group. Although there is some evidence regarding this issue from the perspective of acute service providers, further research is required to understand the perspective of intellectual disability service providers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Ten nurses working in various roles in intellectual disability services across Ireland took part in semistructured interviews. The data were analysed using thematic analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Issues with inter-service communication and insufficient policies, protocols and pathways were found to negatively impact joint working. Acute services seemed to have a limited understanding of the role and capacity of intellectual disability services. Acute services do not always identify the individual needs of the people in their care. Despite this, there were examples of joint working taking place that benefited those with intellectual disabilities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Joint working needs to include improving communication between both services, co-developing policies, protocols and pathways and appointing acute care liaison nurses.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 1","pages":"134-144"},"PeriodicalIF":1.2,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12625","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143446781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Diversity of Voices in Universities: A Critical Reflection on Representation Based on Two University Projects in Iceland and Germany","authors":"Nico Leonhardt,&nbsp;Kristín Björnsdóttir,&nbsp;Anne Goldbach,&nbsp;Ragnar Smára,&nbsp;Steffen Martick,&nbsp;Beate Schlothauer","doi":"10.1111/bld.12623","DOIUrl":"https://doi.org/10.1111/bld.12623","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Background&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Universities are deeply rooted in a tradition of exclusivity. However, for the past several years, they have been called upon to develop in an inclusive and socially responsible manner that does justice to the plurality of society. This has led to the emergence of diverse practices and projects around the world that are intended to open up universities to previously excluded and marginalised groups of people. At the same time, findings from postcolonial studies, such as Spivak's discussions on the topic of representation, show that such processes of change must always be accompanied by critical reflection. This article offers a reflexive analysis of two university projects—one in Iceland and one in Germany—where people with learning difficulties are employed as academic staff, engaged in both teaching and research.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Methods&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;This article is a result of a collaboration between three nondisabled lecturers and three lecturers with learning disabilities, co-written across three languages—German, Icelandic and English. The authors worked together to explore theories of representation, ensuring that their discussions and writing were accessible to all members, regardless of language or disability. The article discusses two projects from Iceland and Germany.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Findings&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;The article shows that inclusive higher education developments are necessary. The projects presented in the article have created work opportunities for people with learning disabilities in the previously exclusive setting of the university. The article provides descriptions of the exemplary life paths of the three lecturers with learning disabilities who co-authored this article. They have had to navigate the precarious balance between being reduced to mere representatives of their disability and contributing valuable academic knowledge. The findings suggest that an inclusive university can foster equitable academic environments, contributing to the transformation of higher education by reflecting diverse viewpoints and experiences.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Conclusions&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Initiatives in Iceland and Germany highlight significant progress towards more inclusive universities by integrating individuals with learning disabilities into academic roles, challenging traditional power dynamics. Spivak's (2008) concept of representation emphasises the need to include marginalised voices in academic discourse, ensuring they are genuinely reflected. While these efforts are crucial, c","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 1","pages":"124-133"},"PeriodicalIF":1.2,"publicationDate":"2024-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12623","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143446682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Predecessors of Behavioural Initiatives by People With Profound Intellectual Disabilities During Their Interactions With Support Staff: An Exploratory Microanalytical Analysis","authors":"Wieneke Penninga,&nbsp;Alexander H. C. Hendriks,&nbsp;Hedwig J. A. van Bakel,&nbsp;Petri J. C. M. Embregts","doi":"10.1111/bld.12622","DOIUrl":"https://doi.org/10.1111/bld.12622","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Initiating meaningful moments of interaction with people with profound intellectual disabilities can prove to be difficult for support staff. Exploring the behaviour of support staff that precedes the initiations of behaviour by people with profound intellectual disabilities helps to shed light upon the potential facilitating effects of staff behaviour.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Three meaningful moments of interaction between support staff and people with profound intellectual disabilities that were recorded were then microanalytically coded, along with the initial onset of these moments. Each behaviour initiated by people with profound intellectual disabilities was examined to see what specific behaviour by the support staff began precedingly.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>The most frequently displayed ‘staff–client’ behavioural sequences were ‘looking’, ‘moving with head’, ‘moving with arms’ or ‘vocalisation’ of support staff followed by the person with profound intellectual disabilities ‘moving with head’, the staff member ‘moving with arms’ followed by the person with profound intellectual disabilities ‘moving with arms’ and the staff member ‘touching’ followed by the person with profound intellectual disabilities ‘vocalising’. These behavioural sequences occurred less frequently during meaningful moments of interaction in comparison to their onset.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>It is important that support staff are cognisant of all the (subtle) behavioural changes in people with profound intellectual disabilities (especially movements with their head) to discern potential behavioural responses. Moreover, they should be cognisant of their own behaviour, insofar as the conscious use of behaviour may facilitate the development of meaningful interactions.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 1","pages":"113-123"},"PeriodicalIF":1.2,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12622","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143446829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}