Development of a Daily Living Education Program for Individuals with Intellectual Disabilities under Protective Care

Autor/inn/en	Kaya, Ali; Cavkaytar, Atilla
Titel	Development of a Daily Living Education Program for Individuals with Intellectual Disabilities under Protective Care
Quelle	In: Rehabilitation Research, Policy, and Education, 35 (2021) 4, S.280-297 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-6653
Schlagwörter	Daily Living Skills; Intellectual Disability; Residential Institutions; Residential Care; Rehabilitation; Leisure Time; Program Effectiveness; Foreign Countries; Special Education; Students with Disabilities; Program Development; Caregivers; Professional Personnel; Turkey + Suchen Sie Ihr Suchwort? Alltagsfertigkeit; Intellect; Disability; Disabilities; Verstand; Behinderung; Wohnumgebung; Freizeit; Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Schüler; Schülerin; Studentin; Programmplanung; Caregiver; Carer; Betreuungsperson; Pfleger; Personalbestand; Türkei
Abstract	Purpose: The aim of the present study was to develop a Daily Life Education Program for institutionalized individuals with intellectual disabilities. Method: The system approach-based program development model was used in the study. This model includes three steps: (a) defining the problem, (b) development, and (c) assessment. In the first phase of the study, the members of the program advisory committee were identified, and the problems related to the daily life of the individuals with intellectual disabilities who reside in public care and rehabilitation centers were defined, and a work plan was developed. During the development phase, semi-structured interviews were conducted with 61 caregivers, professionals, and administrators employed in 10 public care and rehabilitation centers in seven regions in Turkey. Results: The assessment results demonstrated that content validity was obtained for all 232 program objectives. Conclusions: This study's main conclusion underline the necessity of a well-designed and well-organized life system that combines structured daily life skills training and leisure time activities for individuals with intellectual disabilities during their adulthood with the supports provided and coordinated by qualified experts and assistant personnel. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01