Using technologies to develop capabilities with people living with intellectual disabilitiesSymposium: Pedagogical differentiation practices and diversity in social-educational contexts

Ann-Louise DavidsonChristina HannumStefanie Corona

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.

Context

Learning opportunities in cyber space:

Social networks

Video sharing sites

Photo sharing

News

Games

Tools and technologies

Need

Tool Capability

Leisure and consumption

TV

Zapper

Hypnosis

vs

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

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ComputersInformation

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The banking concept of education -Freire

It doesnʼt have to be that wayHow to differentiate pedagogy with technology?

Letʼs face reality...

Using technology for people living with ID

Video-based intervention can help people with ID develop a wide range of socially significant behaviours (Bellini & Akullian, 2007; Delano, 2007; McCoy & Hermansen, 2007; Mechling, Gast & Field, 2008; Rayner, Denholm & Sigafoos, 2009)• Video modelling• Video self-modelling• Video prompting• Video priming• Learning objects

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

cho

ice

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

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

Get involved in the community

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”

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