Staff Members and Managers' Views of the Conditions for the Participation of Adults with Profound Intellectual and Multiple Disabilities

Autor/inn/en	Talman, Lena; Wilder, Jenny; Stier, Jonas; Gustafsson, Christine
Titel	Staff Members and Managers' Views of the Conditions for the Participation of Adults with Profound Intellectual and Multiple Disabilities
Quelle	In: Journal of Applied Research in Intellectual Disabilities, 32 (2019) 1, S.143-151 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Talman, Lena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2322
DOI	10.1111/jar.12516
Schlagwörter	Severe Intellectual Disability; Multiple Disabilities; Adults; Participation; Caregiver Attitudes; Foreign Countries; Quality of Life; Sweden + Suchen Sie Ihr Suchwort? Multiple disability; Mehrfachbehinderung; Teilnahme; Ausland; Lebensqualität; Schweden
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01