你不能再排斥我们了!对大学环境中智障人士包容性研究和教学机会的批判性反思

IF 1.2 4区 医学 Q3 EDUCATION, SPECIAL
Natasha Spassiani, Theo Armstrong, Mojca Becaj, Andrew Hiddleston, Anna Higgins, Aaron Hume, Jodi Robertson, Tony Young
{"title":"你不能再排斥我们了!对大学环境中智障人士包容性研究和教学机会的批判性反思","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":null,"url":null,"abstract":"<p>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.</p><p>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 <span>2018</span>; Spassiani and Friedman <span>2014</span>; Johnson and Walmsley <span>2003</span>, 10; Abma, Nierse, and Widdershoven <span>2009</span>). Conducting inclusive research with people with intellectual disabilities is a complex process requiring many practical, ethical and methodological considerations (Hewitt et al. <span>2023</span>), 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 <span>2018</span>; Spassiani, Becaj, et al. <span>2023</span>; Spassiani, Abdulla, et al. <span>2023</span>). 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 <span>2018</span>). 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. <span>2016</span>; Bigby, Frawley, and Ramcharan <span>2014</span>).</p><p>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 project (Longhi <span>2017</span>). This is problematic as people with intellectual disabilities must be paid fairly for their work. People with intellectual disabilities have a hard time finding paid employment because of the stigma around having an intellectual disability. Society believes that people with intellectual disabilities do not want to have jobs, be paid for their work or have the skills needed to be successful at keeping a job (Spassiani et al. <span>2017</span>; Bonaccio et al. <span>2020</span>). One barrier to people with intellectual disabilities accessing meaningful employment in universities is the HR process not being accessible. A study reported that when trying to hire a person with an intellectual disability as a research assistant, they found even with the adjustments and support by Human Resources to make the standard recruitment process more accessible, the process was still difficult for the person with an intellectual disability to follow, and they needed personal support to help complete the process (Anderson et al. <span>2023</span>).</p><p>The Equality Act 2010 states that employers have a duty to make reasonable accessible adjustments in the workplace to accommodate employees with a disability (Equality Act 2010). Failure to accommodate accessible adjustments is classified as disability discrimination and falls as a violation under Article 14 of the European Convention on Human Rights (Council of Europe <span>1953</span>). Universities, like any other employer, have a duty to remove obstacles and make accessible adjustments to accommodate employees with disability so they can work in an inclusive environment and be equal to that of their nondisabled peers. Universities may not know how to provide an inclusive working environment for people with intellectual disabilities. It is important for universities to build strong relationships with disability grassroots organisations to help support the successful employment of people with intellectual disabilities. <i>Disability grassroots</i> organisations can help show society that people with intellectual disabilities should not be treated as charity cases but should be given equal and fair opportunities as nondisabled people (Kemple, Ahmad, and Girijashanker <span>2011</span>; Dowse <span>2001</span>). Disability grassroots organisations are experienced with working alongside the voices of people with intellectual disabilities and can help employers, like universities, better understand how to make working environments inclusive.</p><p>The United Nations Convention of the Rights of Persons with Disabilities (CRPD) states that people with disabilities should be involved in research that affects their lives (United Nations <span>2006</span>). However, it is not well known how to effectively conduct inclusive research with people with intellectual disabilities. While there have been some inclusive research studies published, there are very few papers that have specifically focused on <i>how</i> to do inclusive research with people with intellectual disabilities (Bigby, Frawley, and Ramcharan <span>2014</span>). For this reason, the purpose of this paper is to provide a critical reflection of an inclusive partnership between self-advocates (adults with intellectual disabilities) and allies (university researchers/lectures and a disability grassroots organisation) to empower adults with intellectual disabilities to colead inclusive research and coteach university students.</p><p>This paper will reflect on how an inclusive partnership supported the successful inclusion of people with intellectual disabilities to participate in university activities. Each author of this paper provided a critical reflection of their experience. Following the author's reflections, they coproduced a list of key recommendations to help others when they are developing an inclusive research/teaching partnership to consider. We hope this paper has a positive impact on creating awareness of how to help more people with intellectual disabilities become meaningfully involved in coproducing research and coteaching at the university level.</p><p>In this paper, the term citizen researcher is used to describe a person from the community who has not been professionally trained as a researcher but takes on the role of researcher as part of a bigger team. They are the researcher on the team who represents their community. They bring a new perspective to the research team to ensure that the voices of the community are represented in all parts of the research process (Vohland et al. <span>2021</span>). For example, a citizen researcher can be a person with a learning disability who is part of the research team to make sure the voices of people with intellectual disabilities are being represented in that research project.</p><p>After developing both lists, we voted (NGT) on each list to determine our top three key recommendations. We did this because we know it can be overwhelming to look at a long list and not know where to start. For this reason, we identified the top three recommendations in both lists we think are a good place to start when creating opportunities for people with intellectual disabilities in universities. The top three votes in each list are bolded.</p><p>The purpose of this paper was to provide a critical reflection of an inclusive partnership between self-advocates (adults with intellectual disabilities) and allies (university researchers and a disability grassroots organisation) to empower adults with intellectual disabilities to colead inclusive research and coteach university students. Through critical reflections and group discussions/voting, this paper provides researchers/lecturers working at a university with a better understanding of how to meaningfully include people with intellectual disabilities in research and coteaching opportunities. It also provides recommendations for people with intellectual disabilities on what they should know about working at a university. The Universal Declaration of Human Rights Article 23 states that everyone has the right to work and that pay must be equal as someone without disabilities (UN General Assembly <span>1948</span>). Universities must make sure they are key players in leading equal employment opportunities for people with intellectual disabilities and advocating for disability justice and inclusion within university settings.</p><p>Research about people with intellectual disabilities desperately needs their voices coleading the research process. Unfortunately, many researchers do not know how to successfully include people with intellectual disabilities as part of their research team. Furthermore, universities are unaware of how to provide inclusive working environments to meet the needs of people with intellectual disabilities (Hewitt et al. <span>2023</span>). Past research has stated the importance of universities to include people with intellectual disabilities as paid researchers, having flexible HR systems, and the need to seek specialist advice/support from people who have experience working alongside people with intellectual disabilities to ensure accessible working environments (Anderson et al. <span>2023</span>). This is also true about providing coteaching opportunities for people with intellectual disabilities. In the authors' experience, we found HR processes to not be accessible, regarding making sure payments do not negatively impact an individual's disability benefits, lengthy onboarding process, which had the potential to affect research money being used to pay people with intellectual disabilities for their work, and inaccessible pay sheets.</p><p>Disability grassroots organisations may be able to provide the support and guidance needed by universities to better understand how to provide inclusive working environments for people with intellectual disabilities (Spassiani, Becaj, et al. <span>2023</span>). Universities and disability grassroots organisations should develop strong partnerships to support employment opportunities for people with intellectual disabilities who are meeting their working needs. Coproduced research and coteaching opportunities can be strengthened by developing a strong connection between people with intellectual disabilities, the university and the community. By working in partnership, everyone can build on each other's strengths and problem-solve together to come up with creative solutions that support the working needs of people with intellectual disabilities (Dowse <span>2001</span>; Chappell, Goodley, and Lawthom <span>2001</span>).</p><p>The authors of this paper spoke about the importance of providing proper research/teaching training for people with intellectual disabilities to ensure they understand what their expectations are and how to properly do the job being asked of them. Many people with intellectual disabilities will not have experience in doing research or teaching; for this reason, they need to be educated on how to do this for them to be successful at their jobs. The authors with intellectual disabilities in this paper received individualised training to meet their own needs to understand their job tasks. However, it would be beneficial for people with intellectual disabilities to be formally trained in conducting research as this will help them develop their skills as researchers and make them more competitive for future employment opportunities. Developing and having access to inclusive research training that is accessible to people with intellectual disabilities is important for their own professional development.</p><p>Past research has found that inclusive research takes a long time to complete due to the training involved and meeting the support needs of people with intellectual disabilities (O'Brien et al. <span>2022</span>). This is not a bad thing but needs to be given serious thought to make sure inclusive research is done properly. Throughout our reflections, we also found that inclusive research and coteaching opportunities take a lot of time, requiring plans to be flexible and adaptable. For example, having flexible work schedules, scheduling extra time to prepare lectures or analysing data. Universities should be creative in coming up with other job opportunities for people with intellectual disabilities who may not be interested in research or teaching, for example, being a creative designer.</p><p>In the past, people with intellectual disabilities have never been welcomed in universities other than to be studied in research projects. The thought of employing a person with intellectual disabilities to work at a university was never a real possibility, it was not even a dream people had because it was seen as unreachable. The self-advocacy movement and disability movement have helped society understand that people with intellectual disabilities can be employed at universities. Having the voices, experiences and opinions of people with intellectual disabilities shaping research and teaching students is an empowering experience for the individual, the disability community and allies.</p><p>We hope this paper will have a positive impact on helping people with intellectual disabilities obtain paid working opportunities at universities. This will be another positive stepping stone to making sure people with intellectual disabilities are seen as equal human beings who have the right to opportunities, paid employment and have their skills recognised/valued by society. Universities can play a pivotal role in changing the way society views and treats people with intellectual disabilities. Universities are seen as a place of intelligence. Due to stigma, society believes that people with intellectual disabilities do not have intellectual thoughts (Spassiani and Friedman <span>2014</span>). We know this is absolutely not true! Being able to showcase the intelligence of people with intellectual disabilities in university settings will help show the world their intelligence and their true impact on society.</p>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 1","pages":"1-8"},"PeriodicalIF":1.2000,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12640","citationCount":"0","resultStr":"{\"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\":null,\"url\":null,\"abstract\":\"<p>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.</p><p>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 <span>2018</span>; Spassiani and Friedman <span>2014</span>; Johnson and Walmsley <span>2003</span>, 10; Abma, Nierse, and Widdershoven <span>2009</span>). Conducting inclusive research with people with intellectual disabilities is a complex process requiring many practical, ethical and methodological considerations (Hewitt et al. <span>2023</span>), 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 <span>2018</span>; Spassiani, Becaj, et al. <span>2023</span>; Spassiani, Abdulla, et al. <span>2023</span>). 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 <span>2018</span>). 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. <span>2016</span>; Bigby, Frawley, and Ramcharan <span>2014</span>).</p><p>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 project (Longhi <span>2017</span>). This is problematic as people with intellectual disabilities must be paid fairly for their work. People with intellectual disabilities have a hard time finding paid employment because of the stigma around having an intellectual disability. Society believes that people with intellectual disabilities do not want to have jobs, be paid for their work or have the skills needed to be successful at keeping a job (Spassiani et al. <span>2017</span>; Bonaccio et al. <span>2020</span>). One barrier to people with intellectual disabilities accessing meaningful employment in universities is the HR process not being accessible. A study reported that when trying to hire a person with an intellectual disability as a research assistant, they found even with the adjustments and support by Human Resources to make the standard recruitment process more accessible, the process was still difficult for the person with an intellectual disability to follow, and they needed personal support to help complete the process (Anderson et al. <span>2023</span>).</p><p>The Equality Act 2010 states that employers have a duty to make reasonable accessible adjustments in the workplace to accommodate employees with a disability (Equality Act 2010). Failure to accommodate accessible adjustments is classified as disability discrimination and falls as a violation under Article 14 of the European Convention on Human Rights (Council of Europe <span>1953</span>). Universities, like any other employer, have a duty to remove obstacles and make accessible adjustments to accommodate employees with disability so they can work in an inclusive environment and be equal to that of their nondisabled peers. Universities may not know how to provide an inclusive working environment for people with intellectual disabilities. It is important for universities to build strong relationships with disability grassroots organisations to help support the successful employment of people with intellectual disabilities. <i>Disability grassroots</i> organisations can help show society that people with intellectual disabilities should not be treated as charity cases but should be given equal and fair opportunities as nondisabled people (Kemple, Ahmad, and Girijashanker <span>2011</span>; Dowse <span>2001</span>). Disability grassroots organisations are experienced with working alongside the voices of people with intellectual disabilities and can help employers, like universities, better understand how to make working environments inclusive.</p><p>The United Nations Convention of the Rights of Persons with Disabilities (CRPD) states that people with disabilities should be involved in research that affects their lives (United Nations <span>2006</span>). However, it is not well known how to effectively conduct inclusive research with people with intellectual disabilities. While there have been some inclusive research studies published, there are very few papers that have specifically focused on <i>how</i> to do inclusive research with people with intellectual disabilities (Bigby, Frawley, and Ramcharan <span>2014</span>). For this reason, the purpose of this paper is to provide a critical reflection of an inclusive partnership between self-advocates (adults with intellectual disabilities) and allies (university researchers/lectures and a disability grassroots organisation) to empower adults with intellectual disabilities to colead inclusive research and coteach university students.</p><p>This paper will reflect on how an inclusive partnership supported the successful inclusion of people with intellectual disabilities to participate in university activities. Each author of this paper provided a critical reflection of their experience. Following the author's reflections, they coproduced a list of key recommendations to help others when they are developing an inclusive research/teaching partnership to consider. We hope this paper has a positive impact on creating awareness of how to help more people with intellectual disabilities become meaningfully involved in coproducing research and coteaching at the university level.</p><p>In this paper, the term citizen researcher is used to describe a person from the community who has not been professionally trained as a researcher but takes on the role of researcher as part of a bigger team. They are the researcher on the team who represents their community. They bring a new perspective to the research team to ensure that the voices of the community are represented in all parts of the research process (Vohland et al. <span>2021</span>). For example, a citizen researcher can be a person with a learning disability who is part of the research team to make sure the voices of people with intellectual disabilities are being represented in that research project.</p><p>After developing both lists, we voted (NGT) on each list to determine our top three key recommendations. We did this because we know it can be overwhelming to look at a long list and not know where to start. For this reason, we identified the top three recommendations in both lists we think are a good place to start when creating opportunities for people with intellectual disabilities in universities. The top three votes in each list are bolded.</p><p>The purpose of this paper was to provide a critical reflection of an inclusive partnership between self-advocates (adults with intellectual disabilities) and allies (university researchers and a disability grassroots organisation) to empower adults with intellectual disabilities to colead inclusive research and coteach university students. Through critical reflections and group discussions/voting, this paper provides researchers/lecturers working at a university with a better understanding of how to meaningfully include people with intellectual disabilities in research and coteaching opportunities. It also provides recommendations for people with intellectual disabilities on what they should know about working at a university. The Universal Declaration of Human Rights Article 23 states that everyone has the right to work and that pay must be equal as someone without disabilities (UN General Assembly <span>1948</span>). Universities must make sure they are key players in leading equal employment opportunities for people with intellectual disabilities and advocating for disability justice and inclusion within university settings.</p><p>Research about people with intellectual disabilities desperately needs their voices coleading the research process. Unfortunately, many researchers do not know how to successfully include people with intellectual disabilities as part of their research team. Furthermore, universities are unaware of how to provide inclusive working environments to meet the needs of people with intellectual disabilities (Hewitt et al. <span>2023</span>). Past research has stated the importance of universities to include people with intellectual disabilities as paid researchers, having flexible HR systems, and the need to seek specialist advice/support from people who have experience working alongside people with intellectual disabilities to ensure accessible working environments (Anderson et al. <span>2023</span>). This is also true about providing coteaching opportunities for people with intellectual disabilities. In the authors' experience, we found HR processes to not be accessible, regarding making sure payments do not negatively impact an individual's disability benefits, lengthy onboarding process, which had the potential to affect research money being used to pay people with intellectual disabilities for their work, and inaccessible pay sheets.</p><p>Disability grassroots organisations may be able to provide the support and guidance needed by universities to better understand how to provide inclusive working environments for people with intellectual disabilities (Spassiani, Becaj, et al. <span>2023</span>). Universities and disability grassroots organisations should develop strong partnerships to support employment opportunities for people with intellectual disabilities who are meeting their working needs. Coproduced research and coteaching opportunities can be strengthened by developing a strong connection between people with intellectual disabilities, the university and the community. By working in partnership, everyone can build on each other's strengths and problem-solve together to come up with creative solutions that support the working needs of people with intellectual disabilities (Dowse <span>2001</span>; Chappell, Goodley, and Lawthom <span>2001</span>).</p><p>The authors of this paper spoke about the importance of providing proper research/teaching training for people with intellectual disabilities to ensure they understand what their expectations are and how to properly do the job being asked of them. Many people with intellectual disabilities will not have experience in doing research or teaching; for this reason, they need to be educated on how to do this for them to be successful at their jobs. The authors with intellectual disabilities in this paper received individualised training to meet their own needs to understand their job tasks. However, it would be beneficial for people with intellectual disabilities to be formally trained in conducting research as this will help them develop their skills as researchers and make them more competitive for future employment opportunities. Developing and having access to inclusive research training that is accessible to people with intellectual disabilities is important for their own professional development.</p><p>Past research has found that inclusive research takes a long time to complete due to the training involved and meeting the support needs of people with intellectual disabilities (O'Brien et al. <span>2022</span>). This is not a bad thing but needs to be given serious thought to make sure inclusive research is done properly. Throughout our reflections, we also found that inclusive research and coteaching opportunities take a lot of time, requiring plans to be flexible and adaptable. For example, having flexible work schedules, scheduling extra time to prepare lectures or analysing data. Universities should be creative in coming up with other job opportunities for people with intellectual disabilities who may not be interested in research or teaching, for example, being a creative designer.</p><p>In the past, people with intellectual disabilities have never been welcomed in universities other than to be studied in research projects. The thought of employing a person with intellectual disabilities to work at a university was never a real possibility, it was not even a dream people had because it was seen as unreachable. The self-advocacy movement and disability movement have helped society understand that people with intellectual disabilities can be employed at universities. Having the voices, experiences and opinions of people with intellectual disabilities shaping research and teaching students is an empowering experience for the individual, the disability community and allies.</p><p>We hope this paper will have a positive impact on helping people with intellectual disabilities obtain paid working opportunities at universities. This will be another positive stepping stone to making sure people with intellectual disabilities are seen as equal human beings who have the right to opportunities, paid employment and have their skills recognised/valued by society. Universities can play a pivotal role in changing the way society views and treats people with intellectual disabilities. Universities are seen as a place of intelligence. Due to stigma, society believes that people with intellectual disabilities do not have intellectual thoughts (Spassiani and Friedman <span>2014</span>). We know this is absolutely not true! Being able to showcase the intelligence of people with intellectual disabilities in university settings will help show the world their intelligence and their true impact on society.</p>\",\"PeriodicalId\":47232,\"journal\":{\"name\":\"British Journal of Learning Disabilities\",\"volume\":\"53 1\",\"pages\":\"1-8\"},\"PeriodicalIF\":1.2000,\"publicationDate\":\"2024-12-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12640\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"British Journal of Learning Disabilities\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/bld.12640\",\"RegionNum\":4,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"British Journal of Learning Disabilities","FirstCategoryId":"3","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/bld.12640","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
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摘要

从历史上看,大学是一个排斥残疾人的地方,尤其是有智力障碍的人。这种排斥是由于一种错误的观点,即智力残疾者无法接受教育、无法进行批判性思考或无法为教学和研究等学术活动作出有意义的贡献。幸运的是,残疾和自我倡导运动挑战了这些对智力残疾的刻板印象,并倡导智力残疾人士享有平等接受教育和就业的权利。通常情况下,如果智力残疾的人在大学环境中,他们将被用于研究项目或作为教学对象。直到最近,人们才认识到智力残疾人士成为高等教育学生或受雇于大学进行研究或教授学生的可能性。将智障人士纳入大学环境的主要方法之一是进行包容性(参与性)研究。这意味着允许智障人士在主导研究中有积极的发言权,并使他们有意义地参与研究过程。这包括提出研究问题,收集和分析数据,撰写和展示研究成果。包容性(参与性)研究是为了确保智障人士不是研究人员研究的对象(strnadov<e:1>和Walmsley, 2018;Spassiani and Friedman 2014;Johnson and Walmsley 2003, 10;Abma, Nierse, and Widdershoven, 2009)。对智障人士进行包容性研究是一个复杂的过程,需要许多实践、伦理和方法上的考虑(Hewitt et al. 2023),这可能是这类研究不常见的原因。确保智障人士积极参与主导研究,为进行研究的个人的生活增加了巨大价值,并提高了研究的整体质量(Walmsley, strnadov<e:1>, and Johnson 2018;Spassiani, Becaj等。2023;Spassiani, Abdulla等人,2023)。包容性研究使智障人士能够帮助引领个人和社会层面的变革,从而使智障人士能够过上更好的生活(Salmon, Barry, and Hutchins 2018)。尽管包容性研究有好处,但在有意义地将智障人士纳入研究人员的积极角色方面所做的研究有限(Rios et al. 2016;Bigby, crawley, and Ramcharan 2014)。参与研究的智障人士在项目上的专业知识和工作时间没有得到公平的报酬也是很常见的(Longhi 2017)。这是有问题的,因为智障人士的工作必须得到公平的报酬。有智力障碍的人很难找到有报酬的工作,因为人们对他们有智力障碍感到羞耻。社会认为,智障人士不想工作,不想为他们的工作获得报酬,也不想拥有成功保住工作所需的技能(Spassiani et al. 2017;Bonaccio et al. 2020)。阻碍智障人士在大学找到有意义的工作的一个障碍是人力资源流程不无障碍。一项研究报告称,当试图聘请智障人士作为研究助理时,他们发现,即使人力资源部门进行了调整和支持,使标准招聘流程更容易获得,但该流程对于智障人士来说仍然难以遵循,他们需要个人支持来帮助完成该流程(Anderson et al. 2023)。2010年《平等法》规定,雇主有责任在工作场所做出合理的调整,以照顾残疾员工(2010年《平等法》)。根据《欧洲人权公约》(1953年欧洲理事会)第14条,未能提供无障碍调整被归类为残疾歧视,属于违反行为。与任何其他雇主一样,大学有责任消除障碍,为残疾员工提供方便的调整,使他们能够在一个包容的环境中工作,并与非残疾同事平等。大学可能不知道如何为智障人士提供一个包容的工作环境。对于大学来说,重要的是与残疾人基层组织建立牢固的关系,以帮助支持智障人士成功就业。 残障草根组织可以向社会表明,智障人士不应被视为慈善个案,而应像非残障人士一样,获得平等和公平的机会(Kemple, Ahmad, and Girijashanker 2011;探寻水源2001)。残障草根组织在为智障人士发声方面经验丰富,可以帮助雇主(如大学)更好地了解如何创造包容性的工作环境。联合国残疾人权利公约(CRPD)规定,残疾人应该参与影响他们生活的研究(联合国,2006年)。然而,如何有效地对智障人士进行包容性研究尚不为人所知。虽然已经发表了一些包容性研究,但很少有论文专门关注如何对智障人士进行包容性研究(Bigby, rawley, and Ramcharan 2014)。出于这个原因,本文的目的是对自我倡导者(智力残疾的成年人)和盟友(大学研究人员/讲座和残疾草根组织)之间的包容性伙伴关系进行批判性反思,以授权智力残疾的成年人共同领导包容性研究并共同教育大学生。本文将反思包容性伙伴关系如何支持智障人士成功参与大学活动。这篇论文的每个作者都对自己的经历进行了批判性的反思。根据作者的思考,他们共同提出了一份关键建议清单,以帮助其他人在发展包容性的研究/教学伙伴关系时加以考虑。我们希望这篇论文能对如何帮助更多的智障人士有意义地参与大学的共同研究和共同教学产生积极的影响。在本文中,“公民研究员”一词被用来描述一个来自社区的人,他没有受过专业的研究员培训,但作为一个更大的团队的一部分承担了研究员的角色。他们是团队中的研究人员,代表他们的社区。他们为研究团队带来了新的视角,以确保社区的声音在研究过程的所有部分都得到体现(Vohland等人,2021)。例如,公民研究员可以是一个有学习障碍的人,他是研究团队的一员,以确保在研究项目中代表智障人士的声音。在开发了这两个列表之后,我们对每个列表进行了投票(NGT),以确定我们的前三个关键建议。我们这样做是因为我们知道,看着一长串的清单却不知道从哪里开始会让人不知所措。出于这个原因,我们确定了两个列表中的前三个建议,我们认为这是为大学里的智障人士创造机会的一个很好的起点。每个名单的前三名被保留。本文的目的是对自我倡导者(智力残疾的成年人)和盟友(大学研究人员和残疾基层组织)之间的包容性伙伴关系进行批判性反思,以使智力残疾的成年人能够共同领导包容性研究并共同教育大学生。通过批判性反思和小组讨论/投票,本文为在大学工作的研究人员/讲师提供了更好的理解,如何有意义地将智障人士纳入研究和合作教学机会。它还为智障人士提供了关于在大学工作应该了解的建议。《世界人权宣言》第23条规定,每个人都有工作的权利,工资必须与非残疾人平等(1948年联合国大会)。大学必须确保自己在为智障人士提供平等就业机会方面发挥关键作用,并在大学环境中倡导残疾正义和包容。关于智障人士的研究迫切需要他们的声音来引导研究过程。不幸的是,许多研究人员不知道如何成功地将智障人士纳入他们的研究团队。此外,大学不知道如何提供包容性的工作环境来满足智障人士的需求(Hewitt et al. 2023)。 过去的研究表明,大学必须将智障人士纳入有偿研究人员,拥有灵活的人力资源系统,并需要从与智障人士一起工作的人那里寻求专家建议/支持,以确保无障碍的工作环境(Anderson et al. 2023)。为智障人士提供共同教学的机会也是如此。根据作者的经验,我们发现人力资源流程不方便,因为要确保薪酬不会对个人的残疾福利产生负面影响,入职流程冗长,这有可能影响用于支付智障人士工作的研究资金,以及难以获取的工资单。残障草根组织或许能够为大学提供所需的支持和指导,以更好地了解如何为智障人士提供包容性的工作环境(Spassiani, Becaj, et al. 2023)。大学和残障草根组织应该建立强有力的伙伴关系,为满足工作需求的智障人士提供就业机会。通过在智障人士、大学和社区之间建立牢固的联系,可以加强共同研究和共同教学的机会。通过合作,每个人都可以利用彼此的优势,共同解决问题,提出创造性的解决方案,支持智障人士的工作需求(Dowse 2001;Chappell, Goodley, and Lawthom 2001)。这篇论文的作者谈到了为智障人士提供适当的研究/教学培训的重要性,以确保他们了解自己的期望是什么,以及如何正确地完成要求他们完成的工作。许多智障人士没有从事研究或教学的经验;出于这个原因,他们需要学习如何做到这一点,以便在工作中取得成功。本文中的智障作者接受了个性化的培训,以满足他们自己的需求,了解他们的工作任务。然而,对智障人士进行进行研究的正式培训将是有益的,因为这将帮助他们发展他们作为研究人员的技能,并使他们在未来的就业机会中更具竞争力。为智障人士制定和提供无障碍的包容性研究培训,对他们自身的专业发展非常重要。过去的研究发现,由于涉及培训和满足智障人士的支持需求,包容性研究需要很长时间才能完成(O'Brien et al. 2022)。这不是一件坏事,但需要认真考虑,以确保包容性研究得到妥善开展。在我们的反思中,我们还发现,包容性研究和合作教学机会需要花费大量时间,需要灵活和适应性强的计划。例如,灵活的工作安排,安排额外的时间来准备讲座或分析数据。大学应该创造性地为那些可能对研究或教学不感兴趣的智障人士提供其他工作机会,例如,成为一名创意设计师。在过去,除了在研究项目中进行研究外,智障人士从未受到大学的欢迎。雇佣智障人士在大学工作的想法从来都不是一种现实的可能性,这甚至不是人们的梦想,因为它被视为遥不可及。自我倡导运动和残疾运动使社会认识到智力残疾的人可以在大学就业。让智障人士的声音、经验和观点影响研究和教学,对个人、残疾人社区和盟友来说都是一种赋权的经历。我们希望本文能对帮助智障人士在大学获得有偿工作机会产生积极的影响。这将是确保智障人士被视为平等的人的又一块积极的垫脚石,他们有权获得机会、有薪就业,并使他们的技能得到社会的认可/重视。大学可以在改变社会看待和对待智障人士的方式方面发挥关键作用。大学被视为智力的地方。由于污名化,社会认为智障人士没有智力思维(Spassiani and Friedman 2014)。 我们知道这绝对不是真的!能够在大学环境中展示智障人士的智力将有助于向世界展示他们的智力和他们对社会的真正影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
You Can't Exclude Us Anymore! A Critical Reflection of Inclusive Research and Teaching Opportunities for People With Intellectual Disabilities in University Settings

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.

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 2018; Spassiani and Friedman 2014; Johnson and Walmsley 2003, 10; Abma, Nierse, and Widdershoven 2009). Conducting inclusive research with people with intellectual disabilities is a complex process requiring many practical, ethical and methodological considerations (Hewitt et al. 2023), 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 2018; Spassiani, Becaj, et al. 2023; Spassiani, Abdulla, et al. 2023). 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 2018). 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. 2016; Bigby, Frawley, and Ramcharan 2014).

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 project (Longhi 2017). This is problematic as people with intellectual disabilities must be paid fairly for their work. People with intellectual disabilities have a hard time finding paid employment because of the stigma around having an intellectual disability. Society believes that people with intellectual disabilities do not want to have jobs, be paid for their work or have the skills needed to be successful at keeping a job (Spassiani et al. 2017; Bonaccio et al. 2020). One barrier to people with intellectual disabilities accessing meaningful employment in universities is the HR process not being accessible. A study reported that when trying to hire a person with an intellectual disability as a research assistant, they found even with the adjustments and support by Human Resources to make the standard recruitment process more accessible, the process was still difficult for the person with an intellectual disability to follow, and they needed personal support to help complete the process (Anderson et al. 2023).

The Equality Act 2010 states that employers have a duty to make reasonable accessible adjustments in the workplace to accommodate employees with a disability (Equality Act 2010). Failure to accommodate accessible adjustments is classified as disability discrimination and falls as a violation under Article 14 of the European Convention on Human Rights (Council of Europe 1953). Universities, like any other employer, have a duty to remove obstacles and make accessible adjustments to accommodate employees with disability so they can work in an inclusive environment and be equal to that of their nondisabled peers. Universities may not know how to provide an inclusive working environment for people with intellectual disabilities. It is important for universities to build strong relationships with disability grassroots organisations to help support the successful employment of people with intellectual disabilities. Disability grassroots organisations can help show society that people with intellectual disabilities should not be treated as charity cases but should be given equal and fair opportunities as nondisabled people (Kemple, Ahmad, and Girijashanker 2011; Dowse 2001). Disability grassroots organisations are experienced with working alongside the voices of people with intellectual disabilities and can help employers, like universities, better understand how to make working environments inclusive.

The United Nations Convention of the Rights of Persons with Disabilities (CRPD) states that people with disabilities should be involved in research that affects their lives (United Nations 2006). However, it is not well known how to effectively conduct inclusive research with people with intellectual disabilities. While there have been some inclusive research studies published, there are very few papers that have specifically focused on how to do inclusive research with people with intellectual disabilities (Bigby, Frawley, and Ramcharan 2014). For this reason, the purpose of this paper is to provide a critical reflection of an inclusive partnership between self-advocates (adults with intellectual disabilities) and allies (university researchers/lectures and a disability grassroots organisation) to empower adults with intellectual disabilities to colead inclusive research and coteach university students.

This paper will reflect on how an inclusive partnership supported the successful inclusion of people with intellectual disabilities to participate in university activities. Each author of this paper provided a critical reflection of their experience. Following the author's reflections, they coproduced a list of key recommendations to help others when they are developing an inclusive research/teaching partnership to consider. We hope this paper has a positive impact on creating awareness of how to help more people with intellectual disabilities become meaningfully involved in coproducing research and coteaching at the university level.

In this paper, the term citizen researcher is used to describe a person from the community who has not been professionally trained as a researcher but takes on the role of researcher as part of a bigger team. They are the researcher on the team who represents their community. They bring a new perspective to the research team to ensure that the voices of the community are represented in all parts of the research process (Vohland et al. 2021). For example, a citizen researcher can be a person with a learning disability who is part of the research team to make sure the voices of people with intellectual disabilities are being represented in that research project.

After developing both lists, we voted (NGT) on each list to determine our top three key recommendations. We did this because we know it can be overwhelming to look at a long list and not know where to start. For this reason, we identified the top three recommendations in both lists we think are a good place to start when creating opportunities for people with intellectual disabilities in universities. The top three votes in each list are bolded.

The purpose of this paper was to provide a critical reflection of an inclusive partnership between self-advocates (adults with intellectual disabilities) and allies (university researchers and a disability grassroots organisation) to empower adults with intellectual disabilities to colead inclusive research and coteach university students. Through critical reflections and group discussions/voting, this paper provides researchers/lecturers working at a university with a better understanding of how to meaningfully include people with intellectual disabilities in research and coteaching opportunities. It also provides recommendations for people with intellectual disabilities on what they should know about working at a university. The Universal Declaration of Human Rights Article 23 states that everyone has the right to work and that pay must be equal as someone without disabilities (UN General Assembly 1948). Universities must make sure they are key players in leading equal employment opportunities for people with intellectual disabilities and advocating for disability justice and inclusion within university settings.

Research about people with intellectual disabilities desperately needs their voices coleading the research process. Unfortunately, many researchers do not know how to successfully include people with intellectual disabilities as part of their research team. Furthermore, universities are unaware of how to provide inclusive working environments to meet the needs of people with intellectual disabilities (Hewitt et al. 2023). Past research has stated the importance of universities to include people with intellectual disabilities as paid researchers, having flexible HR systems, and the need to seek specialist advice/support from people who have experience working alongside people with intellectual disabilities to ensure accessible working environments (Anderson et al. 2023). This is also true about providing coteaching opportunities for people with intellectual disabilities. In the authors' experience, we found HR processes to not be accessible, regarding making sure payments do not negatively impact an individual's disability benefits, lengthy onboarding process, which had the potential to affect research money being used to pay people with intellectual disabilities for their work, and inaccessible pay sheets.

Disability grassroots organisations may be able to provide the support and guidance needed by universities to better understand how to provide inclusive working environments for people with intellectual disabilities (Spassiani, Becaj, et al. 2023). Universities and disability grassroots organisations should develop strong partnerships to support employment opportunities for people with intellectual disabilities who are meeting their working needs. Coproduced research and coteaching opportunities can be strengthened by developing a strong connection between people with intellectual disabilities, the university and the community. By working in partnership, everyone can build on each other's strengths and problem-solve together to come up with creative solutions that support the working needs of people with intellectual disabilities (Dowse 2001; Chappell, Goodley, and Lawthom 2001).

The authors of this paper spoke about the importance of providing proper research/teaching training for people with intellectual disabilities to ensure they understand what their expectations are and how to properly do the job being asked of them. Many people with intellectual disabilities will not have experience in doing research or teaching; for this reason, they need to be educated on how to do this for them to be successful at their jobs. The authors with intellectual disabilities in this paper received individualised training to meet their own needs to understand their job tasks. However, it would be beneficial for people with intellectual disabilities to be formally trained in conducting research as this will help them develop their skills as researchers and make them more competitive for future employment opportunities. Developing and having access to inclusive research training that is accessible to people with intellectual disabilities is important for their own professional development.

Past research has found that inclusive research takes a long time to complete due to the training involved and meeting the support needs of people with intellectual disabilities (O'Brien et al. 2022). This is not a bad thing but needs to be given serious thought to make sure inclusive research is done properly. Throughout our reflections, we also found that inclusive research and coteaching opportunities take a lot of time, requiring plans to be flexible and adaptable. For example, having flexible work schedules, scheduling extra time to prepare lectures or analysing data. Universities should be creative in coming up with other job opportunities for people with intellectual disabilities who may not be interested in research or teaching, for example, being a creative designer.

In the past, people with intellectual disabilities have never been welcomed in universities other than to be studied in research projects. The thought of employing a person with intellectual disabilities to work at a university was never a real possibility, it was not even a dream people had because it was seen as unreachable. The self-advocacy movement and disability movement have helped society understand that people with intellectual disabilities can be employed at universities. Having the voices, experiences and opinions of people with intellectual disabilities shaping research and teaching students is an empowering experience for the individual, the disability community and allies.

We hope this paper will have a positive impact on helping people with intellectual disabilities obtain paid working opportunities at universities. This will be another positive stepping stone to making sure people with intellectual disabilities are seen as equal human beings who have the right to opportunities, paid employment and have their skills recognised/valued by society. Universities can play a pivotal role in changing the way society views and treats people with intellectual disabilities. Universities are seen as a place of intelligence. Due to stigma, society believes that people with intellectual disabilities do not have intellectual thoughts (Spassiani and Friedman 2014). We know this is absolutely not true! Being able to showcase the intelligence of people with intellectual disabilities in university settings will help show the world their intelligence and their true impact on society.

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来源期刊
CiteScore
2.30
自引率
20.00%
发文量
74
期刊介绍: The British Journal of Learning Disabilities is an interdisciplinary international peer-reviewed journal which aims to be the leading journal in the learning disability field. It is the official Journal of the British Institute of Learning Disabilities. It encompasses contemporary debate/s and developments in research, policy and practice that are relevant to the field of learning disabilities. It publishes original refereed papers, regular special issues giving comprehensive coverage to specific subject areas, and especially commissioned keynote reviews on major topics. In addition, there are reviews of books and training materials, and a letters section. The focus of the journal is on practical issues, with current debates and research reports. Topics covered could include, but not be limited to: Current trends in residential and day-care service Inclusion, rehabilitation and quality of life Education and training Historical and inclusive pieces [particularly welcomed are those co-written with people with learning disabilities] Therapies Mental health issues Employment and occupation Recreation and leisure; Ethical issues, advocacy and rights Family and carers Health issues Adoption and fostering Causation and management of specific syndromes Staff training New technology Policy critique and impact.
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