Bergström H, Elinder L S, Wihlman U
Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, 141 83 Huddinge, Sweden, Department of Public Health Sciences, Karolinska Institutet, 171 77 Stockholm, Sweden and Independent Researcher, Stockholm, Sweden.
Health Educ Res. 2014 Apr;29(2):259-71. doi: 10.1093/her/cyt111. Epub 2014 Jan 7.
The aim of this study was to explore barriers and facilitators in the implementation of a health course for adults with mild or moderate intellectual disabilities. An inductive qualitative design was used. Data were collected from a health course conducted in 16 study groups with 83 participants in Stockholm, Sweden by unstructured observations in course sessions, a group discussion with course leaders and evaluation notes from the course leaders. The data were analysed by qualitative content analysis. Four categories were identified: (i) 'individual characteristics', implying various needs, (ii) 'pedagogical strategies' used to meet those needs, (iii) 'interaction within the course', dealing with active and less active participation and (iv) 'structures', including learning climate and organizing. The overarching theme 'creating an individualized supportive context' describes the challenge of educating people with intellectual disabilities towards an empowered and well informed decision making regarding their own health. Therefore, there is a need for support not only within the course but also from the social and physical environment as well.
本研究的目的是探讨为轻度或中度智力残疾成年人实施健康课程的障碍和促进因素。采用归纳性定性设计。数据收集自瑞典斯德哥尔摩开展的一个健康课程，该课程有16个学习小组，共83名参与者，通过课程期间的非结构化观察、与课程负责人的小组讨论以及课程负责人的评估笔记进行收集。数据通过定性内容分析进行分析。确定了四个类别：（i）“个体特征”，意味着各种需求；（ii）用于满足这些需求的“教学策略”；（iii）“课程中的互动”，涉及积极和不太积极的参与；（iv）“结构”，包括学习氛围和组织。总体主题“创造个性化支持环境”描述了教育智力残疾者在自身健康方面做出有自主权且明智决策的挑战。因此，不仅在课程内，而且在社会和物理环境方面都需要支持。
