Social Inclusion and People with Intellectual Disability and Challenging Behaviour: A Systematic Review

Autor/in	Bigby, Christine
Titel	Social Inclusion and People with Intellectual Disability and Challenging Behaviour: A Systematic Review
Quelle	In: Journal of Intellectual & Developmental Disability, 37 (2012) 4, S.360-374 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-8250
DOI	10.3109/13668250.2012.721878
Schlagwörter	Evidence; Social Isolation; Mental Retardation; Social Integration; Public Policy; Disabilities; Risk; Behavior Problems; Inclusion; Quality of Life + Suchen Sie Ihr Suchwort? Evidenz; Soziale Isolation; Geistige Behinderung; Soziale Integration; Öffentliche Ordnung; Handicap; Behinderung; Risiko; Inklusion; Lebensqualität
Abstract	Background: Social inclusion is central to disability policies internationally. The high risk of social exclusion for people with intellectual disability is compounded for those with challenging behaviour. Method: A systematic literature review examined how social inclusion of people with intellectual disability and challenging behaviour has been researched and operationalised in the empirical literature, and aimed to determine what evidence exists about the extent of social inclusion by people with intellectual disability and challenging behaviour. Results: A thematic analysis of the 14 papers identified that social inclusion has been poorly defined and measured, and that the little research that has occurred in respect of people with challenging behaviour has demonstrated their potential to be socially included. Conclusions: Clearer conceptualisation of inclusion, and greater understanding of practices that support social inclusion and system level mechanisms, which ensure goals around inclusion gain prominence in funding and support plans, may address the neglect of this critical quality-of-life domain for people with challenging behaviour. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10