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Interventions for acceptance and inclusion of people with intellectual disability: A systematic review

Interventions for acceptance and inclusion of people with intellectual disability: A systematic... INTRODUCTIONMany cultures are becoming more inclusive of people with disabilities in all aspects of society (European Commission, 2010; Organisation for Economic Co‐operation and Development [OECD], 2010). An increasing proportion of students with intellectual disability learn together with their peers in the majority institutional system, in an inclusive school environment almost everywhere in Europe (Schwab, 2018; Williamson et al., 2020). However, according to European Union data, their access to education and employment—a basic condition for social inclusion and emergence a basic condition for social inclusion and emergence—is still limited (Petri, 2018). Accessibility, participation, education, and employment were the key elements in the European Disability Strategy 2010–2020 (European Commission, 2010).Properly organised inclusion offers an optimal educational environment for the personality development of children, students with intellectual disabilities and members of the host community. Numerous research findings confirm the positive impact of inclusive education on cognitive (Krämer et al., 2021) and social development (Rafferty et al., 2003), the social competencies, and affective factors which support learning (De Bruin, 2020).Studies focus on the effectiveness of inclusion (Van Mieghem et al., 2020) focus on parameters such as learning outcomes (Kocaj et al., 2014) or social inclusion (Giesbers et al., 2019; Horváth et al., 2016). These studies have found that inclusion has some benefits and identified areas that http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Applied Research in Intellectual Disabilities Wiley

Interventions for acceptance and inclusion of people with intellectual disability: A systematic review

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References (75)

Publisher
Wiley
Copyright
© 2022 John Wiley & Sons Ltd.
ISSN
1360-2322
eISSN
1468-3148
DOI
10.1111/jar.12968
Publisher site
See Article on Publisher Site

Abstract

INTRODUCTIONMany cultures are becoming more inclusive of people with disabilities in all aspects of society (European Commission, 2010; Organisation for Economic Co‐operation and Development [OECD], 2010). An increasing proportion of students with intellectual disability learn together with their peers in the majority institutional system, in an inclusive school environment almost everywhere in Europe (Schwab, 2018; Williamson et al., 2020). However, according to European Union data, their access to education and employment—a basic condition for social inclusion and emergence a basic condition for social inclusion and emergence—is still limited (Petri, 2018). Accessibility, participation, education, and employment were the key elements in the European Disability Strategy 2010–2020 (European Commission, 2010).Properly organised inclusion offers an optimal educational environment for the personality development of children, students with intellectual disabilities and members of the host community. Numerous research findings confirm the positive impact of inclusive education on cognitive (Krämer et al., 2021) and social development (Rafferty et al., 2003), the social competencies, and affective factors which support learning (De Bruin, 2020).Studies focus on the effectiveness of inclusion (Van Mieghem et al., 2020) focus on parameters such as learning outcomes (Kocaj et al., 2014) or social inclusion (Giesbers et al., 2019; Horváth et al., 2016). These studies have found that inclusion has some benefits and identified areas that

Journal

Journal of Applied Research in Intellectual Disabilities – Wiley

Published: May 1, 2022

Keywords: acceptance; inclusion; intellectual disability; intervention; prejudice reduction

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