Times are shown in your local time zone GMT
Ad-blocker Detected - Your browser has an ad-blocker enabled, please disable it to ensure your attendance is not impacted, such as CPD tracking (if relevant). For technical help, contact Support.
Stream 2: Promoting and Achieving Choice and Self-determination
Concurrent
Concurrent
2:00 pm
21 September 2022
Concurrent Room 1
Session Description
Stream 2 is taking place in Concurrent Room 1.
Session Program
2:00 pm
Article 21 of the UNCRPD specifically discusses the needs for access to information for the community.
The COVID19 pandemic, the 2019/2020 bushfire emergency across southern Australia and the recent flood events across Queensland and NSW reminds us about the enormous gaps in access to public information in planning for, responding during and planning for recovery. Incorporating Universal Design into the 3 phases of emergencies should enable improved access to information for people with different abilities, many whom have hidden disabilities.
Different people need information in different ways to better build knowledge and awareness for all other aspects of life. We can review what has occurred in these emergencies. They should continue to inform how content and information is available in all other aspects of life including from health and housing to work, education and leisure. Government departments & agencies, not for profit services, corporate and community organisations need to review their policy and practice and raise expectations that different access to information is available to all.
Plain Language Abstract
This presentation is by a group of people. There will be time for the presenters to speak and time for the audience to talk in groups.
The presentation is about information given to people during emergencies. It is about information being available, understandable, and usable for all people. This is sometimes called Universal Design. Different people will need information in different ways.
The COVID19 pandemic, the 2019/2020 bushfire emergency across southern Australia and the recent flood events across Queensland and NSW reminds us about the enormous gaps in access to public information in planning for, responding during and planning for recovery. Incorporating Universal Design into the 3 phases of emergencies should enable improved access to information for people with different abilities, many whom have hidden disabilities.
Different people need information in different ways to better build knowledge and awareness for all other aspects of life. We can review what has occurred in these emergencies. They should continue to inform how content and information is available in all other aspects of life including from health and housing to work, education and leisure. Government departments & agencies, not for profit services, corporate and community organisations need to review their policy and practice and raise expectations that different access to information is available to all.
Plain Language Abstract
This presentation is by a group of people. There will be time for the presenters to speak and time for the audience to talk in groups.
The presentation is about information given to people during emergencies. It is about information being available, understandable, and usable for all people. This is sometimes called Universal Design. Different people will need information in different ways.
We will be talking about information for people with disability during three Australian emergencies: 1. COVID-19, 2. 2019/2020 bushfires across southern Australia, and 3. 2022 floods in Queensland and NSW. Some people will talk about how they did not get the information that they needed.
In groups, we will have conversations about what different organisations do to help all people get information that they need. Groups will talk about what they need to know so that they can provide better information.
We will invite people to talk about this more after the conference.
2:45 pm
Aims/ Objectives
This project aimed to find out about students with intellectual disability’s experiences of going to university and to give ideas for how programs could be improved.
This project aimed to find out about students with intellectual disability’s experiences of going to university and to give ideas for how programs could be improved.
Methods
We spoke to 15 people with intellectual disability and their families about their study experience at university. This included participants who are currently enrolled and those who have finished the program. We wanted to find out why participants decided to go to university and to document the journey from start to finish and beyond.
We spoke to 15 people with intellectual disability and their families about their study experience at university. This included participants who are currently enrolled and those who have finished the program. We wanted to find out why participants decided to go to university and to document the journey from start to finish and beyond.
Results
The research found that participants mostly had a very positive experience at university and developed self-confidence. They enjoyed learning new things and having choice in what they wanted to learn about. Participants met new people and developed good relationships with peer mentors and other students. Challenges included making friends, feeling included, and finding their way around the campus. Participants who had completed the program went onto further opportunities such as paid employment, further study or learning.
The research found that participants mostly had a very positive experience at university and developed self-confidence. They enjoyed learning new things and having choice in what they wanted to learn about. Participants met new people and developed good relationships with peer mentors and other students. Challenges included making friends, feeling included, and finding their way around the campus. Participants who had completed the program went onto further opportunities such as paid employment, further study or learning.
Our next steps will be to write up recommendations and talk to people all over Australia about why going to university is important for people with intellectual disability and how access to higher education should be an expectation for all.
Plain Language Abstract
This presentation is about people with intellectual disability who have gone to university.
Plain Language Abstract
This presentation is about people with intellectual disability who have gone to university.
We spoke to fifteen people with intellectual disability and their families. We asked them about being at a university. We asked them why they chose to go to university.
People mostly had a good time at university. People learnt new things. People developed more confident. They made new friends.
There were some hard things. Sometimes it was hard to make new friends. Sometimes people did not feel included. Getting around big universities could be hard.
People who finished their university course got jobs or did more learning.
We think going to university is important for people with intellectual disability.
15 minute presentation, 5 minutes Q&A
Young people with cognitive impairment grow up with many decisions made for them in their ‘best interest’. Using inclusive research methods, including a close partnership between community and academic researchers, our study looked at what helps young people develop skills and experience of decision-making as they grow up, so that they are confident to make bigger decisions over time. We talked to young people, parents and carers about what they do to help build autonomy in decision making. We also talked to stakeholders who worked with young people and their families to help support this process. We found young people who had opportunity to make decisions were more confident making choices as they grew up. Providing opportunities to develop autonomy in decision-making was an intentional process by parents and carers – one which should be better supported by information and resources. Schools also have a role in building understanding of rights and decisions people make about school, work, money, and other living skills. Young people who do not have personal or community supports, or are disengaged with education, need alternative pathways to develop autonomy in order to help them make choices about how they want to live their life.
Plain Language Abstract
This presentation is by a group of people. We will be talking about making decisions and choices.
Usually, children make small choices. As they get older, they make bigger choices, and more choices for themselves.
Some people with cognitive impairment have not been helped to make small choices. They have not been taught to make bigger choices as they grew up.
We did a study about choices. We talked to young people, parents, and carers about choices. We talked to teachers and other helpers.
We found out that making choices gave people confidence to make bigger choices. Schools and parents could support children to learn to make choices.
Some people did not have schools that could help them learn about choices. They need another way to learn about making choices.
3:35 pm
Sexual health is a vital component of an individual’s overall health. People with intellectual disability experience the same sexual needs and desires as other people and they have the right to experience positive sexual health outcomes without discrimination. Despite this, the sexual health and well-being of people with intellectual disability is often overlooked in clinical practice and their sexuality repressed in everyday life. As such, there is a critical need for sexual health literacy of people with intellectual disability to be considered to ensure they can experience and maintain good sexual health and well-being.
To understand current research on this topic, a scoping review was conducted. It focused on research from the perspective of people with intellectual disability to ensure that their voices are empowered. Preliminary findings showed that most relevant research on this topic was published within the last ten years as awareness of the issue increased. Additionally, the research was primarily framed through risk minimization of, for example, abuse or pregnancy, rather than promoting positive sexual well-being. By providing a comprehensive overview of current available research, this scoping review may inform further research which contribute to the knowledge of sexual health literacy among people with intellectual disability.
Plain Language Abstract
This presentation is about sexual health. It is about what people with intellectual disability know about sexual health. People with intellectual disability have sexual needs. They have a right to education and sexual health services. But too often they miss out – they are discriminated against.
I wanted to know what researchers have said about sexual health knowledge of people with intellectual disability. I wanted to know what people with intellectual disability have said to researchers.
There were lots of research papers written in the last ten years. Lots of research was about worries like people being abused or getting pregnant. Not much of the research was about have a healthy sexual life for people intellectual disability.