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Talman, L., Wilder, J., Stier, J. & Gustafsson, C. (2019). Participation in daily life for adults with profound intellectual (and multiple) disabilities: How high do they climb on Shier's ladder of participation?. Journal of Intellectual Disabilities, Article ID UNSP 1744629519863959.
Open this publication in new window or tab >>Participation in daily life for adults with profound intellectual (and multiple) disabilities: How high do they climb on Shier's ladder of participation?
2019 (English)In: Journal of Intellectual Disabilities, ISSN 1744-6295, E-ISSN 1744-6309, article id UNSP 1744629519863959Article in journal (Refereed) Published
Abstract [en]

Participation is the goal of Swedish disability policy, but it is difficult to achieve for adults with profound intellectual (and multiple) disabilities (PI(M)D). Since these adults are dependent on others in every aspect of their lives, others control their ability to participate in everyday life decisions. This study used observations, analyzed with Shier's ladder of participation, to elucidate and describe participation in daily life for adults with PI(M)D living in a group home. The results showed that the adults often reached the first three levels of Shier's ladder, one adult reached the fourth level once, and no one reached the fifth level. Participation on a higher level, therefore, seems hard to reach for adults. Staff members' attitudes toward the adults' capability can also be a barrier to participation. Applying Shier's ladder of participation can provide valuable information that might lead to increased participation in daily life for adults with PI(M)D.

Place, publisher, year, edition, pages
SAGE PUBLICATIONS LTD, 2019
Keywords
group home, participation, profound intellectual (and multiple) disabilities, Shier's ladder of participation
National Category
Occupational Therapy Gerontology, specialising in Medical and Health Sciences
Identifiers
urn:nbn:se:mdh:diva-45010 (URN)10.1177/1744629519863959 (DOI)000478327200001 ()31319749 (PubMedID)
Available from: 2019-08-15 Created: 2019-08-15 Last updated: 2019-10-01Bibliographically approved
Talman, L., Wilder, J., Stier, J. & Gustafsson, C. (2019). Staff members and managers’ views of the conditions for the participation of adults with profound intellectual and multiple disabilities. JARID: Journal of applied research in intellectual disabilities, 32(1), 143-151
Open this publication in new window or tab >>Staff members and managers’ views of the conditions for the participation of adults with profound intellectual and multiple disabilities
2019 (English)In: JARID: Journal of applied research in intellectual disabilities, ISSN 1360-2322, E-ISSN 1468-3148, Vol. 32, no 1, p. 143-151Article in journal (Refereed) Published
Abstract [en]

Background

Participation is a central aspect of quality of life, and it is indicative of high‐quality outcomes for people with intellectual disabilities. However, participation is difficult to achieve for adults with profound intellectual and multiple disabilities.

Aim

To describe staff members’ perceptions of what participation means for adults with profound intellectual and multiple disabilities.

Method

Using a phenomenographic approach, 27 interviews were analysed resulting in variations in the conditions for participation.

Results

The interviews revealed conditions for participation at individual, staff and organisational levels.

Conclusion

Participation appears to be an un‐reflected phenomenon, and several conditions must be met to achieve it. The conditions are experienced being fundamental for adults within the target group to achieve any kind of participation. The staff members and managers’ perceptions of participation as conditional can make it more difficult for adults within the target group to achieve the Swedish disability policy goal of participation.

National Category
Social Work
Identifiers
urn:nbn:se:mdh:diva-40175 (URN)10.1111/jar.12516 (DOI)000458679000013 ()29998545 (PubMedID)2-s2.0-85050675304 (Scopus ID)
Available from: 2018-07-03 Created: 2018-07-03 Last updated: 2019-06-18Bibliographically approved
Andersson, A.-L., Wilder, J., Klang, N., Magnússon, G. & Lillvist, A. (2019). Teachers' perspectives on the learning situation in school of students with mild intellectual disabilities. Paper presented at THE WORLD CONGRESS OF THE INTERNATIONAL ASSOCIATION FOR THE SCIENTIFIC STUDY OF INTELLECTUAL AND DEVELOPMENTAL DISABILITIES (IASSIDD), 6-9 Aug 2019, Glasgow. Journal of Intellectual Disability Research, 63, 762-762
Open this publication in new window or tab >>Teachers' perspectives on the learning situation in school of students with mild intellectual disabilities
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2019 (English)In: Journal of Intellectual Disability Research, ISSN 0964-2633, E-ISSN 1365-2788, Vol. 63, p. 762-762Article in journal, Meeting abstract (Refereed) Published
Keywords
Inclusive Education
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-40061 (URN)10.1111/jir.12658 (DOI)
Conference
THE WORLD CONGRESS OF THE INTERNATIONAL ASSOCIATION FOR THE SCIENTIFIC STUDY OF INTELLECTUAL AND DEVELOPMENTAL DISABILITIES (IASSIDD), 6-9 Aug 2019, Glasgow
Available from: 2019-08-12 Created: 2019-08-12 Last updated: 2019-08-30Bibliographically approved
Talman, L., Gustafsson, C., Stier, J. & Wilder, J. (2018). Staffs’ documentation of participation for adults with profound intellectualdisability or profound intellectual and multiple disabilities. Disability and Rehabilitation, 40(21), 2527-2537
Open this publication in new window or tab >>Staffs’ documentation of participation for adults with profound intellectualdisability or profound intellectual and multiple disabilities
2018 (English)In: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 40, no 21, p. 2527-2537Article in journal (Refereed) Published
Abstract [en]

Purpose: This study investigated what areas of International Classification of Functioning, Disability and Health were documented in implementation plans for adults with profound intellectual disability or profound intellectual and multiple disabilities with focus on participation.

Methods: A document analysis of 17 implementation plans was performed and International Classification of Functioning, Disability and Health was used as an analytic tool.

Results: One hundred and sixty-three different codes were identified, especially in the components Activities and participation and Environmental factors. Participation was most frequently coded in the chapters Community, social and civic life and Self-care. Overall, the results showed that focus in the implementation plans concerned Self-care and Community, social and civic life. The other life areas in Activities and participation were seldom, or not at all, documented.

Conclusions: A deeper focus on participation in the implementation plans and all life areas in the component Activities and participation is needed. It is important that the documentation clearly shows what the adult wants, wishes, and likes in everyday life. It is also important to ensure that the job description for staff contains both life areas and individual preferences so that staff have the possibility to work to fulfill social and individual participation for the target group.

  • Implications for rehabilitation
  • There is a need for functioning working models to increase participation significantly for adults with profound intellectual disability or profound intellectual and multiple disabilities.

  • For these adults, participation is achieved through the assistance of others and support and services carried out must be documented in an implementation plan.

  • The International Classification of Functioning, Disability and Health can be used to support staff and ensure that information about the most important factors in an individual’s functioning in their environment is not omitted in documentation.

National Category
Social Work
Identifiers
urn:nbn:se:mdh:diva-40173 (URN)10.1080/09638288.2017.1340979 (DOI)000446621800007 ()28633543 (PubMedID)2-s2.0-85021127139 (Scopus ID)
Available from: 2018-07-03 Created: 2018-07-03 Last updated: 2018-12-18Bibliographically approved
Lillvist, A. & Wilder, J. (Eds.). (2017). Barns övergångar. Lund: Studentlitteratur AB
Open this publication in new window or tab >>Barns övergångar
2017 (Swedish)Collection (editor) (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2017
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-36391 (URN)9789144115481 (ISBN)
Available from: 2017-09-08 Created: 2017-09-08 Last updated: 2017-10-06Bibliographically approved
Wilder, J. & Lillvist, A. (2017). Collaboration in Transitions from preschool: Young children with Intellectual Disabilities. In: Nadine Ballam, Bob Perry, Anders Garpelin (Ed.), Pedagogies of Educational Transitions: European and Antipodean Research (pp. 59-74). Springer
Open this publication in new window or tab >>Collaboration in Transitions from preschool: Young children with Intellectual Disabilities
2017 (English)In: Pedagogies of Educational Transitions: European and Antipodean Research / [ed] Nadine Ballam, Bob Perry, Anders Garpelin, Springer, 2017, p. 59-74Chapter in book (Refereed)
Place, publisher, year, edition, pages
Springer, 2017
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-36389 (URN)10.1007/978-3-319-43118-5_5 (DOI)
Available from: 2017-09-08 Created: 2017-09-08 Last updated: 2017-10-06Bibliographically approved
Wilder, J. & Lillvist, A. (2017). Hope, despair and everything in between: Parental expectations of Educational Transitions for young children with intellectual disability. In: Sue Dockett, Wilfred Griebel, Bob Perry (Ed.), Families and transition to School: (pp. 51-66). Springer
Open this publication in new window or tab >>Hope, despair and everything in between: Parental expectations of Educational Transitions for young children with intellectual disability
2017 (English)In: Families and transition to School / [ed] Sue Dockett, Wilfred Griebel, Bob Perry, Springer, 2017, p. 51-66Chapter in book (Refereed)
Place, publisher, year, edition, pages
Springer, 2017
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-36387 (URN)978-3-319-58329-7 (ISBN)
Available from: 2017-09-08 Created: 2017-09-08 Last updated: 2017-10-06Bibliographically approved
Andersson, A.-L. & Wilder, J. (2017). Tre föräldraberättelser om skolövergångar. Barn som har intellektuell funktionsnedsättning (1ed.). In: Lillvist, A & Wilder, J. (Ed.), Barns övergångar: Förskola, förskoleklass, fritidshem, grundsärskola och grundskola (pp. 151-167). Lund
Open this publication in new window or tab >>Tre föräldraberättelser om skolövergångar. Barn som har intellektuell funktionsnedsättning
2017 (Swedish)In: Barns övergångar: Förskola, förskoleklass, fritidshem, grundsärskola och grundskola / [ed] Lillvist, A & Wilder, J., Lund, 2017, 1, p. 151-167Chapter in book (Refereed)
Abstract [sv]

Barn som har intellektuell funktionsnedsättning kan få sin undervisning i grundskolan, men läsa enligt grundsärskolans läroplan. Hur är det att göra övergångar mellan olika skolformer och olika skolor för barn som har intellektuell funktionsnedsättning? Hur kan det se ut för dessa barn i förskola och skolan innan utredning inför mottagande i särskola, under utredning och efter utredning? Detta kapitel diskuterar just dessa frågor och presenterar tre föräldraberättelser om sina barns skoltid.

Place, publisher, year, edition, pages
Lund: , 2017 Edition: 1
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-36174 (URN)9789144115481 (ISBN)
Available from: 2017-08-08 Created: 2017-08-08 Last updated: 2018-01-03Bibliographically approved
Lillvist, A. & Wilder, J. (2017). Valued and performed or not?: Teachers' ratings of transition activities for young children with learning disability. European Journal of Special Needs Education, 32(3), 422-436
Open this publication in new window or tab >>Valued and performed or not?: Teachers' ratings of transition activities for young children with learning disability
2017 (English)In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 32, no 3, p. 422-436Article in journal (Refereed) Published
Abstract [en]

Stakeholder collaboration has been identified as a facilitator for positive transition outcomes for all children, and especially for children in need of special support. However, the type and extent of stakeholder collaboration have shown to be related to teachers' view of their transition practises. Thus, this study set out to examine the transition activities reported by 253 teachers in Compulsory School for Students with Learning Disabilities in Sweden. The purpose was to study the type of transition activities performed and how important teachers regarded these activities to be. The results show that overall teachers are engaged in transition activities that can be described as mainly traditional, as they do not differ from transition activities carried out in other educational settings. The results also show that untraditional transition activities, such as home visits and joint parent meetings with preschools, are viewed as important, but rarely executed. The results are discussed from an ecological systems perspective, emphasising the interconnectedness of individuals and their environment. Focus is given to individualised transition processes and developmentally appropriate transition activities for young children with learning disability.

Place, publisher, year, edition, pages
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2017
Keywords
Transition competence, transition activities, learning disability, educational transition, stakeholder collaboration
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-35792 (URN)10.1080/08856257.2017.1295637 (DOI)000402308800010 ()2-s2.0-85013821244 (Scopus ID)
Available from: 2017-06-15 Created: 2017-06-15 Last updated: 2018-01-24Bibliographically approved
Talman, L., Wilder, J., Stier, J. & Gustafsson, C. (2016). Participation for adults with profound intellectual disabilities: Perceptions of managers and staff. Journal of Intellectual Disability Research, 60(7-8), 812-812
Open this publication in new window or tab >>Participation for adults with profound intellectual disabilities: Perceptions of managers and staff
2016 (English)In: Journal of Intellectual Disability Research, ISSN 0964-2633, E-ISSN 1365-2788, Vol. 60, no 7-8, p. 812-812Article in journal, Meeting abstract (Other academic) Published
Place, publisher, year, edition, pages
WILEY-BLACKWELL, 2016
National Category
Health Sciences
Identifiers
urn:nbn:se:mdh:diva-40312 (URN)000383462000949 ()
Available from: 2018-08-22 Created: 2018-08-22 Last updated: 2019-10-01Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-9273-2203

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