PDF(Pubmed)
Abstract：
Despite the fact that longevity in people with intellectual disability has increased at least as much as in the general population, there is a dearth of interventions related to ageing for these older people. Therefore, this study investigated educators\' implementation strategies in a new tailor-designed educational intervention with the goal of supporting the process of ageing for people with mild intellectual disability. An ethnographic research design was employed, including participant observations, field notes, and 15 ad hoc interviews with educators, spread over two years in four towns. The strategies used for facilitating learning about ageing were expressed in the two themes promoting social togetherness through everyone\'s participation and learning together and from each other through recognition and consolidation. These strategies were applied to create a learning environment characterised by a good atmosphere and respectful interaction. Learning together involved consolidation through repetition, group discussions, the use of visual learning materials, and study visits. This new educational intervention about ageing is promising, but less resource-intensive interventions should also be developed and preferably integrated into the disability service. Before concluding whether this education supports the ageing process, it needs to be evaluated from the perspective of people with intellectual disability.
摘要：
尽管智障人士的寿命至少增加了一般人群的寿命，对这些老年人来说，缺乏与老龄化相关的干预措施。因此,这项研究调查了教育者在一项新的量身定制的教育干预措施中的实施策略，目的是支持轻度智力障碍患者的衰老过程。采用了人种学研究设计，包括参与者的观察，字段注释,和对教育工作者的15次特别采访，在四个城镇传播了两年。在两个主题中表达了用于促进学习老龄化的策略，这两个主题通过每个人的参与和共同学习以及通过认可和巩固相互学习来促进社会团结。这些策略被用来创造一个以良好的氛围和尊重的互动为特征的学习环境。一起学习包括通过重复进行巩固，小组讨论,使用视觉学习材料，和学习访问。这种关于老龄化的新教育干预是有希望的，但是，也应开发资源较少的干预措施，并最好将其纳入残疾服务。在总结这种教育是否支持衰老过程之前，它需要从智障人士的角度来评估。
