An inquiry about using technologies to help people living with intellectual disabilities inspire...
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Project Capabilities: An inquiry about using technologies to help people living with intellectual disabilities inspire others through sharing their capabilities.
Ann-Louise Davidson Ph.D.Stefanie Corona Christina Hannum@Concordia University
Context
Deinstitutionalization movement
Life in the XXI century
Digital technologies have become an important aspect of our lives (technological competencies= sine qua non)
Daily living skills, cost of living, health, food security, etc.
People living with an intellectual disability (ID) do not necessarily have everything they need to integrate to society by the end of high school.
Institutions that serve people with ID do not have all the necessary resources to help their clients become fully fledged citizens that can be functional in a knowledge economy
Literature review
120,000 canadians adults living with an ID live with their parents or in group residences (Lenk, 2006; Canadian Association for Community Living, 2010)
Very few people with ID have paid work (Davidson 2009; Canadian Association for Community Living)
Digital technologies have the potential to help people living with ID:
Video-based intervention(Mechling, Pridgen, Cronin, 2005; Mechling, O’Brien, 2010; Ayres, Langone, Boon et Norman, 2006; Hammond, Whatley, Aytes, Gast, 2010)
Mobile technologies (Wang, Shen, Novak, Pan, 2008; Kurubacak, 2007; Majumder et Basu, 2010, Wangner, 2008; Metcalf et Marco, 2006; Davidson, 2012)
*
Capability approach (Sen, 1992)
Activities that human beings can undertake
Beings and doings
Substantive freedoms (to do or to be)
ex. The ability to transform resources into valuable activities
ex. Distribution of opportunities
ex. Balance between materialistic and non materialistic factors
Focus on what people can do rather than focus on their deficits (Terzi, 2005)
Starving vs Fasting
Cho
ice
No
choi
ce
Functionings
Central capabilities (Nussbaum, 2000)
Being able to:
Live to old age
Have a good health
Move freely and safely
Use the senses
Have attachments
Form a conception of the good
Have affiliations
Have a concern for other species
Being able to have good times
Being able to participate in political choices and to hold property or goods
Freirian pedagogy
No pedagogy which is truly liberating can remain distant from the oppressed by treating them as unfortunates and by presenting for their emulation models from among the oppressors. The oppressed must be their own example in the struggle for their redemption (Freire, 1970, p. 54) To affirm that men and women are persons and as persons should be free, and yet to do nothing tangible to make this affirmation a reality, is a farce. (Freire, 1971, p.46)
The banking concept of education -Freire
It doesn’t matter if you don’t know how this applies to real life at the moment. Learn it and you will know
why later.
The banking concept of education
Blabsecurytylablabla
Blablabla BlablablaBlablabla
Social mediaBlablabla
ComputersInformation
Blablabla
Blablabla
Blablabla
BlablablaBlablabla
Blablabla
Blablabla
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Blablablablablablabla
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bla
Research objectives
Document the co-development of capabilities videos with people living with an intellectual disability
Study the advantages and challenges of co-producing such artifacts with this population
Methodology
Ten individuals with mild or moderate intellectual disabilities
Geographical dispersion
Three step collaborative action-research
Individual interview -capability planning
Demonstration or speech about the capability (video shoot)
Focus group to discuss the capabilities
Plan
ActReflect
PlanAct
ReflectPlan
Act
Reflect
Results
Which capabilities?
Get paid jobs
Practice a sport
Win a prize
Compete in an event
Use technologies
Play a music instrument
Paint
Cook
Shop
Get your own apartment
Get involved in the community
Use public transportation
Get a key to your apartment
Get married
Get access to affordable housing
Go out
Party
Make friends
Have a hobby
Do volunteer work
Résultats
Quelles capabilités?
Avoir un travail rémunéré
Pratiquer un sport
Compétitionner
Gagner un prix
Jouer un instrument de musique
Peindre et dessiner
S’engager dans la communauté
Utiliser les technologies
Results
Share existing capabilities vs share the thought of developing the capability
How to talk about capabilities?
Create rapport
Individual interviewing techniques
F2F: use iPads and smartphones to record
Distance: record on screen
What do these capabilities mean?
Become a fully fledged citizen
Participate to all spheres of activities
Develop specific “functionings”
Participate to their liberation means...
ConclusionPreliminary results show that self-advocacy videos have the potential to generate feelings of self-efficacy among adults with ID. By celebrating what adults with ID can do, the study encourages community integration. Making the videos available to the public further reduces community stigma.
Contribution for practice
Production of adapted resources for intervention in ID
Empowerment for participants
Technological skills
Contribution for education
Development of VBI intervention and the use of technology in an empowerment perspective for populations with special needs
Limitations of the study
Transferability
Generalizability
Merci!
Challenge
Document positive digital technology integration experiences with people living with an intellectual disability (ID).
Create adapted resources to foster the development of autonomy with people with ID and to improve intervention methods.
Identify the conditions of the development of autonomy with portable wireless technology?
Theoretical framework for the project
CommunityRules
and conventionsPeople living with an
intellectual disability, their educator and friends and
families
Personalsecurity
SocialcompetenciesEthic
ObjectPerson
Adapted from Engeström 1987
Theoretical framework for the project
Adapté de la théorie de l’activité de Engeström 1987
Objective
in a society in which digital technologies are adopted
Digital integration
Social integration
Residential and communityintegration
Problem= double exclusion
Video production
Instructional videos
Laundry
Pocket money
Morning routine
Eggs
Pasta
Personal security
PBL-video...
Usefulness
Likability
I like a lot I likeI like more
or lessI don’t like
Very useful
Pasta (2)Eggs (2)Budget (2)Laundry (2) Personal security (1)
Pasta (1)Eggs (1)Morning routine (1)Personal security (1)
Budget (1)
More or less useful
Pasta (1)Eggs (1)
Morning routine (2)Laundry (3)
Budget (1)Morning Routine (1)
Not useful Morning routine (1)
Budget (1)Personal security (1)Eggs (1)Pasta (1)
The Rainbow Activity
The Socratic Wheel Activity
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