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Using technologies to develop capabilities with people living with intellectual disabilities

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Project Capabilities enables adults with intellectual disabilities (ID) to produce self-advocacy videos about their capabilities. The project is built on the capabilities approach developed by Sen (1992) and Nussbaum (2000), which focuses on what people are effectively able to do (Robeyns, 2005), rather than emphasizing limitations or locating disability exclusively in the social environment (Terzi, 2005).
We interviewed eight adults with ID in a process of community integration
using action research methodologies to engage participants to identify capabilities. We filmed the participants speaking about and demonstrating their capabilities. The videos were made publicly available on a moderated forum, and we analyzed participant reactions to the study through a structured interview process. Preliminary 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.

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Using technologies to develop capabilities with people living with intellectual disabilities

  1. 1. Using technologies to develop capabilities with people living with intellectual disabilities Symposium: Pedagogical differentiation practices and diversity in social- educational contexts Ann-Louise Davidson Christina Hannum Stefanie Corona
  2. 2. 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.
  3. 3. Context Learning opportunities in cyber space: Social networks Video sharing sites Photo sharing News Games
  4. 4. Tools and technologies Need Tool Capability Leisure and consumption TV Zapper Hypnosis vs
  5. 5. 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.
  6. 6. The banking concept of education Blabsecurytylablabla Blablabla BlablablaBlablabla Social mediaBlablabla Computers Information Blablabla Blablabla Blablabla Blablabla Blablabla Blablabla Blablabla Blablablabla blablabla Blablablabla blablabla Blablabla Blablabla
  7. 7. The banking concept of education -Freire It doesnʼt have to be that way How to differentiate pedagogy with technology? Letʼs face reality...
  8. 8. 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
  9. 9. 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 Choice Nochoice Functionings
  10. 10. 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
  11. 11. 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
  12. 12. 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 Act Reflect Plan Act Reflect Plan Act Reflect
  13. 13. 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
  14. 14. 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”
  15. 15. Conclusion Preliminary 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

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