Literature Review on Provision of Appropriate and Accessible ...
Literature Review on Provision of Appropriate and Accessible ...
Literature Review on Provision of Appropriate and Accessible ...
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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