Department of Nursing and Health, Bielefeld University of Applied Sciences, Interaktion 1, 33619 Bielefeld, Germany.
Faculty of Educational Science, Bielefeld University, Konsequenz 41A, 33619 Bielefeld, Germany.
Int J Environ Res Public Health. 2019 Feb 5;16(3):463. doi: 10.3390/ijerph16030463.
Although health literacy is widely discussed and many heterogeneous conceptualizations exist, people with intellectual disabilities have remained largely unconsidered. The purpose of this conceptual paper is to analyze the particularities of this target group and discuss and consider implications that arise when conceptualizing the health literacy of people with intellectual disabilities. Therefore, we explore relevant approaches from multiple disciplines and examine their transferability to a conceptual understanding of health literacy for people with intellectual disabilities. For future directions we identified three main dimensions: (1) disentangle health literacy from empowerment; (2) apply a positive, asset-based focus to health literacy; and (3) focus on health literacy as a distributed resource across individuals and their individual life-world.
尽管健康素养已被广泛讨论，并且存在许多不同的概念化，但智障人士在很大程度上仍未被考虑在内。本文的目的是分析这一特定群体的特殊性，并讨论和考虑在对智障人士的健康素养进行概念化时出现的影响。因此，我们从多个学科中探索相关方法，并研究其对智障人士健康素养概念理解的可转移性。对于未来的方向，我们确定了三个主要维度：（1）将健康素养从赋权中分离出来；（2）对健康素养采用积极的、以资产为基础的重点；（3）关注健康素养作为个体及其个体生活世界之间分布的资源。
