SIIDD

Open curriculum resource: introduction and context

There have been major improvements in the education and health and social care and support of children and adults with disabilities over recent decades, with a focus on equality and inclusion. There have been many developments in the education, care and support of people with intellectual and developmental disabilities, including children and young adults. These developments have resulted in the increased visibility of people with intellectual and developmental disabilities as equal members of society. Yet despite the positive and necessary developments in the lives of people with intellectual and developmental disabilities, challenges continue to exist regarding their social inclusion within society.

As a result of developments in medical technology and improvements in health and social care services, the number of children and young adults with intellectual and developmental disabilities is increasing, with rising life expectancy. There is therefore a growing population of children and young adults with intellectual and developmental disabilities, many with ‘complex’ needs living into adulthood. Changes and developments in policies, aimed at supporting the equal inclusion of children and young adults with intellectual and developmental disabilities has brought about equal rights to education, community inclusion and participation within wider society. Yet for some children and young adults with intellectual and developmental disabilities, particularly those with the most challenging and complex education, care and support needs, there remains challenges to enabling their social inclusion within society. Many children and young adults with intellectual and developmental disabilities and complex needs have, for example, physical, mental health and behavioural needs. Physical health conditions are common and require access to the full range of health services to meet their needs. There is an increasing number of children and young adults with intellectual and developmental disabilities with mental health concerns and behaviours that challenge services. As a consequence of their additional needs, many of these children and young adults require access and support from specialists in education, health and social care. To ensure their needs are effectively identified and addressed now and, in the future, there is a need for professionals from education, health and social care services to work together.

The aim of this Erasmus + project is to draw together international and national resources that will assist educators in education, health, social care and other disciplines to plan and develop the content of education programmes. include and reflects the needs of children and young adults with intellectual and developmental disabilities experiencing mental health concerns and behaviours that challenge services. The resources have been drawn together into six themes to assist academics in the development of education programmes, courses and modules to increase the knowledge, skills and understanding of the mental health and behavioural needs of children and young adults with complex intellectual and developmental disabilities.

Social Inclusion
Policy
Intellectual and Developmental Disabilities
Interprofessional Collaboration/ Practice
Mental Health Concerns
Behaviours that Challenge

Short video introducing the project

The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Children and young adults with IDD who are they

Some children and young adults with intellectual and developmental disabilities experience complex mental health conditions and behaviors that can challenge services, which may result in their social inclusion and participation in society. As with all children, children and young adults with IDD have the right to education, social and health care support. The complexity of their mental health conditions/needs and behaviours that challenge in interaction with other contextual factors addressing their inclusion may require inter-professional collaboration.

The vision underlying the inclusion of people with intellectual and developmental disabilities include the following:

The rights of people with intellectual and developmental disabilities are respected and acted upon
People with intellectual and developmental disabilities have the rights to the education and supports they require
Equitable access for people with intellectual and developmental disabilities to all programmes and activities is a fundamental right
Full participation in everyday activities will support people with intellectual and developmental disabilities to enjoy the quality of life of their own determination
Ensure national and international leadership in intellectual and developmental disabilities and other disabilities flourish
Medical and health related knowledge is shared to enable people with intellectual and developmental disabilities to be inclusive
Emerging technology is used to assist, rather than segregate, people with intellectual and developmental disabilities
Families and Professionals whom support people with intellectual and developmental disabilities are respected and valued in society

Suggested learning goals:

To define and describe IDD
To describe the profile of children with IDD and their complex needs
To describe and explain underlying issues that can impact on the inclusion of children and young people with IDD

Suggested learning goals:

To define and understand the concept of social inclusion
To understand and explain social inclusion in different arenas such education, health and social care
To understand and explain barriers and challenges to social inclusion for children and young adults with intellectual and developmental disabilities

Suggested learning goals:

To understand and explain International policies regarding social inclusion of children and young adults with intellectual and developmental disabilities
To understand and explain national policies regarding social inclusion of children and young adults with intellectual and developmental disabilities
To compare national policies on social inclusion
To critically discuss the role of policies in enabling social inclusion

Suggested learning goals:

To understand and explain the meaning of interprofessional collaboration
To understand, describe and explain different models of inter-professional collaboration
To understand and explain the importance of inter-professional collaboration for the social inclusion of children and young adults with IDD
To discuss possibilities and challenges to inter-professional collaboration

Suggested learning goals:

To understand and describe mental health concerns experiences by some children and young adult with intellectual and developmental disabilities
To understand the affect that supporting a child or young adult with mental health needs and intellectual and developmental disabilities can have on families and carers
To detail mental health concerns and challenges of social inclusion for children and young adult with intellectual and developmental disabilities
To understand and discuss ways to address the mental health concerns for children and young adult with intellectual and developmental disabilities.

Suggested learning goals:

To understand and describe behaviours that challenge relating to children and adult people with intellectual and developmental disabilities
To understand why children and young adult with Intellectual and developmental disabilities may present with behaviours that challenge.
To discuss behaviours that challenge and the challenges of social inclusion for children and adult people with intellectual and developmental disabilities
To understand and identify ways of addressing behaviours that challenge for children and adult people with intellectual and developmental disabilities.

Stockholm University

Jude K. Tah - Is the Project Coordinator. He is an Assistant Professor at the Department of Special Education, Stockholm University. Holds a PhD in Special Education. His primary areas of research are school markets, inclusive education, equity and social justice in education.

Margareta Ahlström - Associate professor at the Department of Special Education, Stockholm University. Fully qualified Psychologist and Psychotherapist. PhD in Psychology. She has a background as a clinical psychologist focusing children with disabilities such as neuropsychiatric, intellectual and sensory disabilities (ADHD/blind/hard of hearing/deafness)

Queen´s University, Belfast

Michael Brown - Professor Brown is Professor of Nursing and Director of Graduate Studies in the School of Nursing and Midwifery, Queen’s University, Belfast. A researcher, he has over 100 publications in the academic literature. He is a Principal Fellow of the Higher Education Academy and a Fellow of the Royal College of Nursing.

Lynne Marsh - Dr Lynne Marsh is a Registered Nurse in Intellectual Disabilities and Senior Lecturer with Queen’s University Belfast (QUB). Lynne holds responsibility for education, research and development of the BSc Learning Disabilities Nursing programme in QUB. Lynne’s research and clinical interests expand across children, adults and older adults with learning disabilities. These include social inclusion, health and wellbeing, fathers and families’ disabilities research as well as relationships, sexuality, education and friendships with people with intellectual disabilities.

Paul McAleer - Paul is an Intellectual Disability nurse who has previously practised in community, inpatient forensic and criminal justice services, holding a range of specialist nursing/practitioner roles. His extensive clinical experience has been focused on supporting the biopsychosocial needs of offenders with learning disabilities and mental health disorders, through specialist risk assessment and management systems, forensic psychotherapy, behavioural support, delivery of structured psychotherapeutic/psychoeducational groups and staff training. He holds an MSc in psychoanalytical psychotherapy. His research interests focus on the development of systemic processes which support the delivery of high-quality care to people with learning disabilities, by helping caregivers to process their emotional and cognitive experiences through Reflective Practice.

Edinburgh Napier University

Sam Abdulla - Is a registered nurse (learning disabilities) with a clinical background in community nursing and complex physical health. Sam is currently programme leader for the Pre-registration learning disability nursing programme and maintains strong links with practice networks across Scotland and Internationally. Sam is a doctoral candidate at Edinburgh Napier University; he has conducted participatory research projects with people with ID on access to fitness centres and medicines adherence, and pedagogic research exploring the impact of trauma training on student nurses.

Andrew Boyle - Is a registered mental health and intellectual disability nurse. He worked for 8 years as an Epilepsy Nurse Specialist prior to his current role. His main research interests are within epilepsy, pharmacology and reducing health inequalities.

University of Hertfordshire

Mohammad Surfraz - PGCE, MSc, BA (hons), DPSN, CBT, RNLD , is a Senior Lecturer at the University of Hertfordshire and has extensive working experience in the UK National Health Service as a Nurse, Specialist Health Practitioner and Senior Manager.

Gamu Tendayi - Gamu Tendayi is a registered nurse in Learning Disability Nursing and the Professional Lead on the Learning Disability Nursing programmes (BSc and MSc) at the University of Hertfordshire, England. She holds a Masters in Public Health and is a Doctoral Candidate at Oxford Brookes University. Clinical expertise and interests includes working with people with a learning disability who present with behaviours that challenge services, person centred approaches, stopping overmedication of people with a learning disability and health and social inclusion.

Oslo Metropolitan University

Rolf Magnus Grung - Rolf Magnus Grung, social educator, master degree in behavior analysis. Working as an associate professor (without PhD - «førstelektor») and PhD candidate at Oslo Metropolitan University, Department for behavioral science. Primary research interests are within the field of forensic interviewing of young children and preschoolers.

Dag Daehlen - Assistant professor at the department of Behavioral Science, OsloMet. He has a Cand. Sociol. Degree.

Maria Grzegorzewska University

Anna Odrowaz-Coates - Anna Odrowaz-Coates, Associate Professor at the Institute of Education, Maria Grzegorzewska University is the Head of the UNESCO Janusz Korczak Chair in Social Pedagogy. Since 2020 Vice-Rector for Development. Anna holds an MA in Sociology, PhD in political science and post-doctoral habilitation degree in the field of Education.

Anna Perkowska-Klejman - Anna Perkowska-Klejman, Associate Professor of Education, is the Head of Social Pedagogy Department at the Maria Grzegorzewska University. She is a trained school counselor with years of practice in the school environment.

University of Oradea

Florica Ortan - Head of Department - Professor at the Teacher Training Department, University of Oradea, Romania. Ph.D. in Education Sciences, expert in the evaluation of University Programs in Romania, and author/researcher in the field of Education Management

Julien Ferencz-Kiss - Lecturer at Teacher Training Department, University of Oradea, Romania. Ph.D. in Psychology and author/researcher in the field of Education Psychology, History of Psychology.

Our Team

Jude K. Tah

Assistant Professor at the Department of Special Education, Stockholm University

Jude K. Tah

Stockholm University

Margareta Ahlström

Associate professor at the Department of Special Education, Stockholm University

Margareta Ahlström

Stockholm University

Dag Daehlen

Assistant professor at the department of Behavioral Science.

Dag Daehlen

Oslo Metropolitan University

Rolf Magnus Grung

Social educator, master degree in behavior analysis.

Rolf Magnus Grung

Oslo Metropolitan University

Anna Odrowaz-Coates

Associate Professor at the Institute of Education.

Anna Odrowaz-Coates

Maria Grzegorzewska University

Florica Ortan

Professor at the Teacher Training Department, University of Oradea

Florica Ortan

University of Oradea

Julien Ferencz-Kiss

Lecturer at Teacher Training Department, University of Oradea

Julien Ferencz-Kiss

University of Oradea

Michael Brown

Professor Brown is Professor of Nursing and Director of Graduate Studies in the School of Nursing and Midwifery, Queen’s University

Michael Brown

Queen´s University, Belfast

Paul McAleer

Paul is an Intellectual Disability nurse who has previously practised in community, inpatient forensic and criminal justice services, holding a range of specialist nursing/practitioner roles

Paul McAleer

Queen´s University, Belfast

Lynne Marsh

Dr Lynne Marsh is a Registered Nurse in Intellectual Disabilities and Senior Lecturer with Queen’s University Belfast (QUB)

Lynne Marsh

Queen´s University, Belfast

Anna Perkowska-Klejman

Anna Perkowska-Klejman, Associate Professor of Education, is the Head of Social Pedagogy Department at the Maria Grzegorzewska University.

Anna Perkowska-Klejman

Maria Grzegorzewska University

Sam Abdulla

Registered nurse (learning disabilities) with a clinical background in community nursing and complex physical health.

Sam Abdulla

Edinburgh Napier University

Contact

Project Coordinator: Jude K. Tah

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+46 (8) 12 07 64 59

Address

Albanovägen 28, SE-10691 Stockholm

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Email

jude.tah@specped.su.se

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Social inclusion of children and young people with intellectual and developmental disabilities

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Open curriculum resource: introduction and context

Children and young adults with IDD who are they

Suggested learning goals:

Suggested readings:

Suggested learning goals:

Suggested readings:

Suggested learning goals:

Suggested readings:

Suggested learning goals:

Suggested readings:

Suggested learning goals:

Suggested readings:

Suggested learning goals:

Suggested readings:

Stockholm University

Queen´s University, Belfast

Edinburgh Napier University

University of Hertfordshire

Oslo Metropolitan University

Maria Grzegorzewska University

University of Oradea

Contact