Barriers and Facilitators in Health Education for Adults with Intellectual Disabilities--A Qualitative Study

Autor/inn/en	Bergström, H.; Elinder, L. S.; Wihlman, U.
Titel	Barriers and Facilitators in Health Education for Adults with Intellectual Disabilities--A Qualitative Study
Quelle	In: Health Education Research, 29 (2014) 2, S.259-271 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-1153
DOI	10.1093/her/cyt111
Schlagwörter	Health Education; Adult Education; Barriers; Mild Mental Retardation; Moderate Mental Retardation; Qualitative Research; Content Analysis; Adults; Individual Needs; Teaching Methods; Student Participation; Adult Students; Educational Environment; Foreign Countries; Sweden (Stockholm) + Suchen Sie Ihr Suchwort? Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Qualitative Forschung; Inhaltsanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland
Abstract	The aim of this study was to explore barriers and facilitators in the implementation of a health course for adults with mild or moderate intellectual disabilities. An inductive qualitative design was used. Data were collected from a health course conducted in 16 study groups with 83 participants in Stockholm, Sweden by unstructured observations in course sessions, a group discussion with course leaders and evaluation notes from the course leaders. The data were analysed by qualitative content analysis. Four categories were identified: (i) "individual characteristics", implying various needs, (ii) "pedagogical strategies" used to meet those needs, (iii) "interaction within the course", dealing with active and less active participation and (iv) "structures", including learning climate and organizing. The overarching theme "creating an individualized supportive context" describes the challenge of educating people with intellectual disabilities towards an empowered and well informed decision making regarding their own health. Therefore, there is a need for support not only within the course but also from the social and physical environment as well. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01