Perceptions du personnel en milieu carceral face aux detenus avec une deficience intellectuelle
Celine Mercier et Guillaume Ouellet
In the context of a study carried out in prison, it was observed that persons known to have an intellectual disability (ID) were treated markedly differently by staff. This paper reports on the different perceptions held by prison staff and proposes four profiles of prisoners with an ID developed using a typological approach, including: the "vulnerable" prisoner, the "resident" prisoner, the "irritating" prisoner, and the "dangerous" prisoner. In the absence of any evaluation tools and decision-support mechanisms, these implicit profiles appeared to act as markers in the treatment of persons with ID in prison.
Meres presentant une deficience intellectuelle : perceptions de leur qualite de vie
Kathleen St-Amand, Georgette Goupil, et Marjorie Aunos
Services for mothers who have an intellectual disability should aim to help them achieve a satisfactory quality of life. This exploratory study describes the perceptions of ten mothers regarding their quality of life according to four indicators: independence, satisfaction, social participation and competence and work productivity. Obtained via the Quality of Life Questionnaire (Schalock & Keith, 1993a), the data indicated that these mothers perceived having some control over their environment and were very or moderately satisfied with their lives. The majority of them also perceived their parenting role as postive. On the other hand, their quality of life was deemed lower in terms of their social participation and competence at work.
L'annonce du diagnostic d'un trouble envahissant du developpement : perceptions des grands-parents
Valerie Roussell et Georgette Goupil
Diagnosis is an important step for families who have children with pervasive developmental disorder (PDD). In this context, grandparents are an important source of support. Despite this importance, few studies have assessed the situation of grandparents in the diagnostic process of a grandchild. This study aimed at describing perceptions and experiences of grandparents in relation with the diagnosis of PDD: the waiting period, the diagnosis and afterwards. Fifteen grandparents responded to a questionnaire during an interview. Data analysis reveals that grandparents are involved with parents from the time they noticed first signs of PDD. Most of the grandparents learned about the diagnosis the same day as the parents. At this moment, most of them had little knowledge of PDD. Grandparents express many different feelings, but sorrow remains the most common emotion during the period preceding diagnosis, at the time of the announcement and afterwards. To cope with these emotions and adapt to the situation, few grandparents received support from service providers, however, they received help from their surroundings.
Facilitating and Impeding Factors for Knowledge Translation in Developmental Disabilities: Outcomes of Community-Based Workshops
Toby Martin, Shahin Shooshtari, Beverley Temple, and C.T. Yu
We held three community workshops to strengthen partnership and commitment for knowledge translation (KT) in developmental disabilities (DD), and to learn about contextual factors that facilitate and impede KT. Sixty-four administrators, parents, policy-makers, practitioners, and researchers participated. We introduced a conceptual framework for KT, conducted assessments of KT capacity, discussed contextual facilitating and impeding factors, and considered ways to improve KT. We found that all participants highly valued research, but organizational mission statements, policies, and job descriptions do not always prioritize research; lack of time, incentives, and resources were cited as impediments to KT. Researchers were advised to develop projects collaboratively with practitioners, and to disseminate findings using channels accessible to the general public.
Video Modelling and Peer-Mediated Instruction of Social Skills for Students with Autism Spectrum Disorders
Christine R. Ogilvie, and Lisa A. Dieker
This study explored the impact of video modelling and peer-mediated instruction of five social skills on middle school students with autism spectrum disorders (ASD) using a multiple baseline across subjects design. Three students with ASD were observed in inclusion classrooms to determine levels of demonstration of five social skills. The participants were then shown video models of the skills, followed by participation in role-plays with peer mentors, and further observations were made to document differences in the level of the demonstration of the five social skills. The results indicated that the intervention positively impacted the social skills of the students with ASD, including increases in social initiation (greeting a peer/teacher) and tracking the talker.
Two Feet and a Heart Beat: The Canadian Professional Identity Crisis in Community Disability Services
Cheryl Crocker and Susan Cran
The struggle for professional identity in the human service professions is not new. More established professions such as psychology and social work can attest to a long, philosophical battle, often political in nature, in the pursuit of professional regulation, licensure, and certification. Historically, in Alberta, the community disability services workforce has been small in number, fragmented, and untrained. More recently, this workforce has been acknowledged for its interdisciplinary knowledge and training in community development, rehabilitation processes and strategies, and inclusive practices for supporting individuals with disabilities to be part of community. The article examines the quest for professional identity of direct service workers. Further, it presents ideas on initiating the development of a professional association that warrant further investigation.