Selected Papers from the 6th IASSIDD Europe Congress

A special issue of Disabilities (ISSN 2673-7272).

Deadline for manuscript submissions: closed (30 June 2022) | Viewed by 17145

Special Issue Editors

1. Disability Studies, University of Humanistics, 3512 HD Utrecht, The Netherlands
2. Disability Studies in the Netherlands, 3453 NW De Meern, The Netherlands
Interests: disability studies; (family) quality of life; social inclusion; inclusive research
1. Vrije Universiteit Amsterdam Athena Institute, 1067 MT Amsterdam, The Netherlands
2. Disability Studies in the Netherlands, 3453 NW De Meern, The Netherlands
Interests: autism; developmental disability; mental health; stigma; inclusion
Faculty of Arts, University of Groningen, 9712 CP Groningen, The Netherlands
Interests: critical disability studies; critical indigenous studies; relationality; (new) eugenics; decolonizing disability; science fiction; indigenous futurisms; crip futurisms

Special Issue Information

Dear Colleagues,

This Special Issue is in cooperation with the 6th International Association for the Scientific Study of Intellectual and Developmental Disabilities (IASSIDD) Europe Congress, from 6 to 8 July 2021. We welcome submissions from the participants of the conference.

All conference contributors, both to oral and poster sessions, are encouraged to submit a full paper related to their contribution to this Special Issue of Disabilities, with a 100% discount on the article processing charges.

Prof. Dr. Alice Schippers
Dr. Mitzi Waltz
Guest Editors

Lesley Verbeek 
Guest Editor Assistant

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Disabilities is an international peer-reviewed open access quarterly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1000 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Published Papers (7 papers)

Order results
Result details
Select all
Export citation of selected articles as:

Research

20 pages, 315 KiB  
Article
Support Priorities of Autistic University Students and Careers Advisors: Understanding Differences, Building on Strengths
by Alexandra Barry, Elena Syurina and Mitzi Waltz
Disabilities 2023, 3(2), 235-254; https://doi.org/10.3390/disabilities3020016 - 29 May 2023
Viewed by 1249
Abstract
Background: The number of autistic individuals attending university and entering the workforce is growing, but there is a persistent employment gap. Higher education careers services offer students help to secure employment post-graduation. This research sought to identify barriers to and facilitators of [...] Read more.
Background: The number of autistic individuals attending university and entering the workforce is growing, but there is a persistent employment gap. Higher education careers services offer students help to secure employment post-graduation. This research sought to identify barriers to and facilitators of success with regards to career advisors’ practice in helping autistic students prepare for job interviews and secure employment. Methods: A mixed-methods participatory research design incorporating surveys, co-creation workshops, and interviews with stakeholders was employed. Results: Quantitative results showed differences in what advisors and students/graduates viewed as the biggest barriers to employment, with students/graduates rating stress and professional qualifications significantly higher and advisors rating interacting with clients/customers significantly higher. Gender differences were also found. Qualitative results revealed the biggest barriers to be inflexible employers, interview stress, diagnostic disclosure, and confidence; facilitators included an individual focus, clear communication, strengths-based approach leading to self-insight, and mock interviews. Conclusions: Practices identified for better serving autistic students included discussing disclosure options, building confidence, reducing stress through a strengths-based approach, and mock interviews, following up to identify autism-friendly employers, focusing on the individual rather than the diagnosis, and communicating clearly with students/graduates. Full article
(This article belongs to the Special Issue Selected Papers from the 6th IASSIDD Europe Congress)
21 pages, 43824 KiB  
Article
“I Feel Proud That with This App We Can Help Other People with Intellectual Disabilities”: The Role of an Expert by Experience Digital Inclusion Citizen Advisory Panel
by Esther Murphy, Orla Shiels, Mei Lin Yap, Fionn Crombie Angus, James Delaney, Brian Hogan, Christina Burke, Darren Heduan, Denise Breslin and Sara Fiori
Disabilities 2022, 2(4), 715-735; https://doi.org/10.3390/disabilities2040050 - 09 Nov 2022
Cited by 1 | Viewed by 3310
Abstract
Despite legislation affirming the rights of people with intellectual disabilities to take equal part in society, marginalization persists. Accessibility needs can impact this group’s ability to engage in the digital society and in aspects of daily living, such as employment and socializing. The [...] Read more.
Despite legislation affirming the rights of people with intellectual disabilities to take equal part in society, marginalization persists. Accessibility needs can impact this group’s ability to engage in the digital society and in aspects of daily living, such as employment and socializing. The Digi-ID PLUS study was established with a team of seven people with an intellectual disability. Team members were hired as a diverse group to give insight into their lived experiences in reviewing and validating research findings. Their insights were key to every aspect of Digi-ID PLUS. It has been recognized that user-centered design enhances technology development and accessibility; therefore, the aim of establishing a Citizen Advisory Panel (CAP) in our program design and delivery is to include the critical role of users by experience to review, validate and test our solution to enhance the accessibility of all aspects of the program. Working with Digi-ID PLUS, the CAP spoke of the impact being paid team members had on their lives. Analysis of insights shared indicated that being a part of the team had a positive impact on their self-image confidence and digital skills acquisition CAP members discussed the importance of supporting each other and the value of being paid for their insights. Full article
(This article belongs to the Special Issue Selected Papers from the 6th IASSIDD Europe Congress)
Show Figures

Graphical abstract

15 pages, 1700 KiB  
Article
The Challenge of Emotions—An Experimental Approach to Assess the Emotional Competence of People with Intellectual Disabilities
by Torsten Hammann, Manuel M. Schwartze, Peter Zentel, Anna Schlomann, Christiane Even, Hans-Werner Wahl and Christian Rietz
Disabilities 2022, 2(4), 611-625; https://doi.org/10.3390/disabilities2040044 - 16 Oct 2022
Cited by 3 | Viewed by 2664
Abstract
Emotions influence processes of learning and thinking in all people. However, there is a lack of studies in the field of emotion research including people with intellectual disabilities (ID) addressing the existing diversity. The present study investigates the emotional competence of people with [...] Read more.
Emotions influence processes of learning and thinking in all people. However, there is a lack of studies in the field of emotion research including people with intellectual disabilities (ID) addressing the existing diversity. The present study investigates the emotional competence of people with ID (N = 32). The first aim was to assess the emotional development using the Scale of Emotional Development (SEED). Based on these insights, the second objective was to replicate existing findings, validating the emotional reaction of people with ID to pictures of the International Affective Picture System (IAPS) based on self-reports. In an additional pilot-like analysis, the third aim was to investigate if these self-reported emotional reactions match the emotions expressed in their faces using the automated and video-based facial expression analysis software ‘Affectiva (Affdex SDK)’. In the present study, the self-reported emotional reactions of participants with ID were in line with previous research. In addition, the present study shows the general potential of this innovative approach of using and applying commercially available automated emotion recognition software for the field of special needs and social science. Full article
(This article belongs to the Special Issue Selected Papers from the 6th IASSIDD Europe Congress)
Show Figures

Figure 1

12 pages, 561 KiB  
Article
Hearing Their Voices: Self Advocacy Strategies for People with Intellectual Disabilities in South Africa
by Cole Goldberg and Sharon Kleintjes
Disabilities 2022, 2(4), 588-599; https://doi.org/10.3390/disabilities2040042 - 07 Oct 2022
Cited by 1 | Viewed by 2134
Abstract
This study investigated strategies for people with intellectual disabilities to self-advocate for inclusion of their priorities in social policy processes in South Africa. Method: Self advocacy strategies were identified through a scoping literature review, a review of self advocacy toolkits and semi structured [...] Read more.
This study investigated strategies for people with intellectual disabilities to self-advocate for inclusion of their priorities in social policy processes in South Africa. Method: Self advocacy strategies were identified through a scoping literature review, a review of self advocacy toolkits and semi structured interviews with people with intellectual disabilities and other stakeholders working at non-governmental and disabled people’s organisations. These data sources were triangulated to identify strategies to upskill and support young adults with intellectual disabilities to share their opinions and perspectives to deepen the diversity of voices engaged in social policy advocacy. Results: Data triangulation identified three core strategies for self advocacy, in person, written strategies and engagement through social media. Discussion: Inclusion of people with intellectual disabilities in civic and political life is crucial, and will only be achieved if self advocates are accepted into the policy-making arena. The cycle of perpetuating exclusion needs to be disrupted, to give people with an intellectual disabilities a say in policy decisions that have an impact on their lives. Conclusion: Adopting strategies which enable the inclusion of the voices of people with intellectual disabilities in civic activities holds potential for diversifying perspectives brought to public participation in policy development and implementation, which is currently primarily the domain of non-disabled citizens. Full article
(This article belongs to the Special Issue Selected Papers from the 6th IASSIDD Europe Congress)
Show Figures

Figure 1

13 pages, 286 KiB  
Article
Learnings and Benefits from Co-Researching: Views of Advisors with Intellectual Disabilities
by Gemma Diaz-Garolera, Judit Fullana, Maria Pallisera, Carolina Puyaltó, Ana Rey and Maialen Beltran
Disabilities 2022, 2(3), 516-528; https://doi.org/10.3390/disabilities2030037 - 31 Aug 2022
Cited by 1 | Viewed by 1089
Abstract
The Convention on the Rights of Persons with Disabilities recognizes the value of the contributions these individuals can make to well-being and diversity, and thus the active role they must play in research on their lives. This study aims to investigate the perspectives [...] Read more.
The Convention on the Rights of Persons with Disabilities recognizes the value of the contributions these individuals can make to well-being and diversity, and thus the active role they must play in research on their lives. This study aims to investigate the perspectives of people with intellectual disabilities who were part of an Advisory Committee that has been collaborating in research for 9 years on what they learnt and what the research experience meant to them. Their opinions were analysed through individual interviews, focus groups, and the revision of more than 297 written and visual documents produced during the last 9 years. Participants reported significant learning related to the research process, as well as socio-personal learning. Moreover, they reported the increase of their sense of belonging to a socially valued group, enrichment of their social networks and a gain in personal well-being. Beyond contributing to the conduction of research based on the people’s needs, the involvement of people with intellectual disabilities in dissemination actions addressed to the professional field and social policies is deemed as a necessary action in order to make their role in social change more visible. Full article
(This article belongs to the Special Issue Selected Papers from the 6th IASSIDD Europe Congress)
13 pages, 304 KiB  
Article
Behavior Problems among Children of Mothers with Mild Intellectual Disability: The Role of Maternal Sensitivity, Trauma History, and Intelligence
by Tommie Forslund, Lene Lindberg and Pehr Granqvist
Disabilities 2022, 2(3), 488-500; https://doi.org/10.3390/disabilities2030035 - 23 Aug 2022
Cited by 1 | Viewed by 1649
Abstract
Children of parents with intellectual disability (ID) are at risk of behavior problems, but few studies have systematically examined contributions from caregiving behavior and contextual factors. This cross-sectional matched comparison study examined whether the children display elevated behavior problems, and analyzed contributions from [...] Read more.
Children of parents with intellectual disability (ID) are at risk of behavior problems, but few studies have systematically examined contributions from caregiving behavior and contextual factors. This cross-sectional matched comparison study examined whether the children display elevated behavior problems, and analyzed contributions from maternal sensitivity and maternal experiences of abuse, trauma and maltreatment (ATM). The roles of maternal and child intelligence were also examined. Participants were 26 mothers with mild ID and their children (mean age = 79 months; 58% boys), and 26 socioeconomically matched comparison dyads. Child behavior problems were assessed with maternal ratings, maternal sensitivity with structured observations, and maternal experiences of ATM with semi-structured interviews. Maternal intelligence was measured with a subtest from Wechsler Adult Intelligence Scales (WAIS-III), and child intelligence with the IQ-screen in Leiter-R. Children of mothers with ID had higher ratings on psychosomatic, anger, hyperactivity, and total problems, but not on anxiety. Sensitivity was negatively associated with anger, hyperactivity, and total child behavior problems. Maternal ATM was positively linked to child anger problems. Maternal intelligence was unrelated to child behavior problems, but low child intelligence marginally predicted behavior problems. Inclusion and equity for parents with ID and their children require that clinical practice boost sensitivity, especially among parents who have experienced ATM. Full article
(This article belongs to the Special Issue Selected Papers from the 6th IASSIDD Europe Congress)
13 pages, 393 KiB  
Article
Making a Case for the Inclusion of People with Intellectual Disabilities in Higher Education
by Deirdre Corby, Eilish King, Mary Petrie, Schira Reddy, Aisling Callan and Toff Andersen
Disabilities 2022, 2(3), 415-427; https://doi.org/10.3390/disabilities2030029 - 20 Jul 2022
Cited by 1 | Viewed by 4058
Abstract
The 21st century to this point has seen increased diversity throughout the student population in higher education. Many stakeholders value this diversity as it enhances the overall education experience for all students. While the number of students with disabilities in higher education is [...] Read more.
The 21st century to this point has seen increased diversity throughout the student population in higher education. Many stakeholders value this diversity as it enhances the overall education experience for all students. While the number of students with disabilities in higher education is rising, challenges and barriers to participation remain, including for people with intellectual disabilities. The intent of this paper is to make a case for the inclusion of people with intellectual disabilities in higher level education. Following the introduction to the topic, the existing literature on inclusion in higher education is explored, and issues such as challenges to inclusion are discussed. We then explain the situation in the Republic of Ireland, detailing how one university-based programme, the Dublin City University (DCU) Ability project, aims to prepare people with intellectual disabilities to move towards employment. The results of a survey sent to the staff in the University (n = 112), exploring their knowledge and views of the project, is then presented. While the project has been well received by learners and their supporters, it was important to identify the views of University staff to promote the future growth and sustainability of the project. The common themes identified were inclusion and diversity, communication issues, and positioning the project in the University’s Strategic Plan. The results contribute to the case for inclusion as university staff indicate their support while acknowledging challenges. These challenges are primarily in the area of communication but also in ensuring that university goals are implemented to provide a diverse and inclusive university community. We make the case that diversity should be valued, and that universities should be a space for all students, including those with intellectual disabilities, to learn and thrive. Full article
(This article belongs to the Special Issue Selected Papers from the 6th IASSIDD Europe Congress)
Show Figures

Figure 1

Back to TopTop