| 1. |
- Dada, Shakila, et al.
(författare)
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A review of interventions for children and youth with severe disabilities in inclusive education
- 2023
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Ingår i: Cogent Education. - : Taylor & Francis. - 2331-186X. ; 10:2
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Forskningsöversikt (refereegranskat)abstract
- Children with severe disabilities are often excluded from educational opportunities due to inter alia attitudinal barriers and a lack of teacher training. This scoping review paper assessed intervention studies focused on inclusive education for children with severe disabilities. It was found that a total of 13 studies met the review's inclusion criteria. The results revealed a paucity of literature and highlighted five main areas of focus in the available intervention studies. The majority of intervention studies were found to be focused on increasing engagement, reducing behaviours and improving social inclusion as outcomes. There was limited focus on studies focusing on the improvement of academic outcomes.
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| 2. |
- Dada, Shakila, et al.
(författare)
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Agreement between participation ratings of children with intellectual disabilities and their primary caregivers
- 2020
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Ingår i: Research in Developmental Disabilities. - : Elsevier. - 0891-4222 .- 1873-3379. ; 104
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Tidskriftsartikel (refereegranskat)abstract
- Background: Participation of children with ID it is argued must be understood in relation to the fit with the environment. Since caregivers are a vital factor within the close environment of a child with intellectual disability, their perceptions are unequivocally important.Aims: The main aim of this study is to describe the self-reported participation of children with ID and the perceptions of their primary caregivers. Both frequency of attendance and perceived importance of activity was measured with self-reported and proxy-reports.Methods & Procedures: A custom developed Picture my Participation (PmP) survey was utilised in an interview format with children with intellectual disability whilst their primary caregivers completed the survey independently.Results: Overall, the perceptions of children with intellectual disabilities and of primary caregivers showed similarities regarding attendance and activities considered important. On group level, both children and primary caregivers perceived the child to have a high level of attendance ofFormal learning in school, Family mealtime, Interacting with family and Celebrations. An overall poor agreement in perceived frequency of attendance was found. However, in child-primary cargiver-dyads poor agreement in perceived frequency of attendance was found.Conclusions: While primary caregivers and children's ratings of attendance and selection of the most important activities appeared somewhat similar, there was a noted difference, in that primary caregivers’ were uniform in their selection, whilst there was a diversity in the selection of activities amongst children.
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| 3. |
- Dada, Shakila, et al.
(författare)
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The involvement matrix as a framework for involving youth with severe communication disabilities in developing health education materials
- 2022
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Ingår i: Health Expectations. - : Wiley. - 1369-6513 .- 1369-7625. ; 25:3, s. 1004-1015
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Tidskriftsartikel (refereegranskat)abstract
- Introduction: Involving youth with severe communication disabilities in health research is foregrounded in a perspective of rights and participation. Researchers aligned with a participatory and inclusive research agenda recommend that involving youth in health research should be a deliberate and well-planned process. However, limited examples exist of how researchers can facilitate the involvement of youth with severe communication disabilities in research projects.Method: The aim of this paper was to describe the application of the Involvement Matrix as a conceptual framework to guide the three phases of a research project with youth with severe communication disabilities.Results: Six youth aged 19–34 years consented to be involved in the project. All youth had a severe communication disability and used augmentative and alternative communication (AAC) to support their involvement in the research project. The Involvement Matrix provided a structure to delineate four involvement roles in three research phases: In Phase 1, youth were listeners to research information and advisors in the needs analysis. In Phase 2, as advisors and decision-makers, youth provided their opinions on selecting picture communication symbols for health materials. In Phase 3, as partners, they were copresenters at an online youth forum.Conclusion: The Involvement Matrix was used to plan and implement the involvement of youth with severe communication disabilities in codeveloping health materials for use during the COVID-19 pandemic. The Involvement Matrix can be applied together with AAC to enable meaningful involvement of youth in a health research project as listeners, advisors, decision-makers and partners.Patient or Public Contribution: This study project was codeveloped with youth with severe communication disabilities who use AAC in South Africa. A person with lived experience was involved as an advisor to the health material development process and in the drafting of the manuscript.
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