24.11.2014 Views

Literature Review on Provision of Appropriate and Accessible ...

Literature Review on Provision of Appropriate and Accessible ...

Literature Review on Provision of Appropriate and Accessible ...

SHOW MORE
SHOW LESS

Create successful ePaper yourself

Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.

PAGE 69<br />

4. Physical disabilities, no matter how extensive, do not equal or<br />

necessarily indicate incapacity.<br />

5. Characteristics associated with specific syndromes cannot<br />

be presumed to be evidence <strong>of</strong> incapacity; for example, in<br />

Down’s Syndrome, an extensive range <strong>of</strong> intellectual ability is<br />

encountered.<br />

Support to People with an Intellectual Disability who are<br />

<strong>Accessible</strong><br />

<strong>and</strong> <strong>Appropriate</strong> <strong>of</strong> Provisi<strong>on</strong> <strong>on</strong> <str<strong>on</strong>g>Review</str<strong>on</strong>g> <str<strong>on</strong>g>Literature</str<strong>on</strong>g><br />

Experiencing Crisis Pregnancy<br />

6. Instituti<strong>on</strong>alisati<strong>on</strong> is not an indicator <strong>of</strong> incapacity.<br />

7. An intellectual disability is a fact <strong>of</strong> life for the pers<strong>on</strong>, part <strong>of</strong> who<br />

the pers<strong>on</strong> is. It typically dates from birth <strong>and</strong> it is not something<br />

that is <strong>on</strong>ly happening now to the pers<strong>on</strong>. The extent to which it<br />

has become a disabling c<strong>on</strong>diti<strong>on</strong> depends to a significant extent<br />

<strong>on</strong> factors external to the pers<strong>on</strong>; for example, the presence,<br />

absence or variability <strong>of</strong> opportunities for early developmental<br />

nurturing <strong>and</strong> support, educati<strong>on</strong> (social or academic), family or<br />

community acceptance <strong>and</strong> emoti<strong>on</strong>al support.<br />

8. Decisi<strong>on</strong>-making skills may be under-developed as a<br />

c<strong>on</strong>sequence <strong>of</strong> the limiting experience <strong>of</strong> restrictive<br />

envir<strong>on</strong>ments; for example, instituti<strong>on</strong>al <strong>and</strong> other c<strong>on</strong>trolled,<br />

c<strong>on</strong>gregate settings, family over-protectiveness, or other<br />

externally imposed barriers to growth <strong>and</strong> development including<br />

negative expectati<strong>on</strong> <strong>of</strong> progress (self-fulfilling prophecies) <strong>on</strong><br />

the part <strong>of</strong> pr<strong>of</strong>essi<strong>on</strong>al advisors.<br />

9. Inappropriate use <strong>of</strong> traditi<strong>on</strong>al assessment procedures (such<br />

as IQ <strong>and</strong> related instruments) has typically led to exclusi<strong>on</strong><br />

from, rather than access to supports for the individual. (Such<br />

instruments do not predict adequacy <strong>of</strong> functi<strong>on</strong>ing ability to<br />

make reas<strong>on</strong>ed decisi<strong>on</strong>s about pers<strong>on</strong>al care.)<br />

10. People are not necessarily c<strong>on</strong>scious <strong>of</strong> their own biases <strong>and</strong><br />

prejudice towards individuals with disabilities. Assumpti<strong>on</strong>s that<br />

people with intellectual disabilities should not have homes <strong>of</strong><br />

their own <strong>and</strong> should live in large group settings, that they are

Hooray! Your file is uploaded and ready to be published.

Saved successfully!

Ooh no, something went wrong!