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Facilidades e dificuldades à adesão de adolescentes obesos com deficiência intelectual e suas famílias, para cumprir programa de orientação e prevenção de complicações da obesidade; Facilities and the Difficulties that obese adolescents with intellectual disabilities and their families have in accessing the Obesity Education and Prevention Program (POPO)

Queiroz, Claudia Regina Lieto de
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 22/02/2010 Português
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Introdução - A obesidade é uma doença crônica de origem multifatorial, considerada como um dos principais problemas de saúde pública nos países desenvolvidos, que constitui fator de risco para outras doenças graves. Sua prevalência vem aumentando mundialmente e em especial, em crianças e adolescentes. Acredita-se que as principais causas estão ligadas tanto a fatores genéticos como ambientais. Objetivo - Identificar por meio do relato de pais e de equipe interdisciplinar as facilidades e as dificuldades à adesão de adolescentes obesos com deficiência intelectual e de suas famílias para cumprir programa de orientação e prevenção das complicações da obesidade. Métodos - Trata-se de estudo de coorte histórica, descritiva e quali-quantitativa com um número de 47 adolescentes obesos com deficiência intelectual, seus responsáveis e equipe interdisciplinar, que no período de 2006 a 2008, participaram de um programa de orientação e prevenção de complicações da obesidade (POPO), oferecido pela Sociedade Pestalozzi de São Paulo. Os dados foram coletados dos prontuários, das fichas de acompanhamento do programa, dos questionários de estudo sócio-econômico e por meio de entrevistas utilizando um roteiro de questões específicas dirigidas às famílias e profissionais envolvidos no processo. Resultados - A caracterização dos adolescentes envolvidos no estudo mostrou uma prevalência da Síndrome de Down representada em 19 (40...

Autonomy Markers in Brazilian Adults With Intellectual Disabilities

Santos, Flávia Heloísa dos; Groth, Silvana Maria; Machado, Maria Luiza
Fonte: John Wiley & Sons Inc Publicador: John Wiley & Sons Inc
Tipo: Artigo de Revista Científica Formato: 212-218
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The objective of the study was to investigate the relationship between autonomy markers in adult people with intellectual disabilities (ID) and variables such as intelligence quotient (IQ), early aging, and literacy. Participants were 47 adults with ID (33 men; aged 28-58 years with nonspecific etiology, 34 literate). All participants were trainees at the Center for Training of Capacity and Orientation for Employment at Associação de Pais e Amigos dos Excepcionais de São Paulo, São Paulo State, Brazil. They were divided into two age groups: younger (n = 27, mean age 31.85; +/- 2.23), and older (n = 38, mean age 41.84; +/- 5.54). They were administered intelligence scales twice, and answered questions related to social participation, community integration, and choice-making; the percentage of item responses leaning toward self-determination and freedom in choice-making was considered in defining the autonomy score. For both groups, IQ declined from the first to the second assessment. Autonomy scores were more determined by IQ classification than by literacy. Authors concluded that autonomy in people with ID is a multifactorial phenomenon associated with cognitive decline.

Auto-representação de estudantes com deficiência intelectual: a imagem de si na escola pública regular em Goiânia; Self-representation of students with intellectual disabilities: the image of himself in the regular public school in Goiânia

Faria, Raclene Ataide de
Fonte: Universidade Federal de Goiás; Brasil; UFG; Programa de Pós-graduação em Sociologia (FCS); Faculdade de Ciências Sociais - FCS (RG) Publicador: Universidade Federal de Goiás; Brasil; UFG; Programa de Pós-graduação em Sociologia (FCS); Faculdade de Ciências Sociais - FCS (RG)
Tipo: Dissertação Formato: application/pdf
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The 20th century was characterized by triggering debates about human rights and citizenship. The offset of the claims of the macrstructural plan for the identity-oriented for the emergence of new social movements and the mobilization for the rights of persons with disabilities to live in segregated and not discriminatory environments. These mobilizations is the paradigm of inclusive education, subject and object of a few conventions, international agreements, of "review" of the Brazilian educational legislation, the extension of theoretical productions and re/organization of school classes. This process intensified in the second half of the year 1990, has caused significant changes in life and social relations of persons with disabilities, since questions and forge the breakup of dichotomous division between special education and regular education and allows a wider social coexistence. With the goal of realizing the auto representações that adolescents with intellectual disabilities have of themselves, formed a research group with students of cycle III in municipal schools in Goiânia. The choice of the subject of the research is the result of the contradiction that exists between the emergence of inclusive paradigm and the process of gene silencing of people with intellectual disabilities...

Investigation of Changes in Prescribed and Voluntary Job Roles in Community Service Delivery for People who have Intellectual Disabilities after the Implementation of the 3 Rs; Rights, Respect and Responsibility Project

Ruiter, Sarah
Fonte: Brock University Publicador: Brock University
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The purpose of this thesis was to explore whether there is change in organizational citizenship behaviours in community agency staff following agency adoption of a rights - based service philosophy. Four community agency support staff were interviewed to investigate how residential care providers in services for persons who have intellectual disabilities describe their voluntary job related behaviours following training about human rights. The major finding was that the participants were actively engaged in displaying civic virtue, courtesy, and altruism discretionary behaviours. There was evidence of a post rights training shift in communication patterns with support staff reporting that they used language that prom,oted and advocated for human rights, and reported increased communication exchanges among persons supported by the agency, support staff and managers. Participants also suggested that the individuals they support asserted their rights more frequently and they were more active in their own life choices following rights training.

Deinstitutionalization and its Effects on Social Inclusion, Choice-Making, Adaptive and Maladaptive Behavior for Individuals with Intellectual Disabilities: Case Studies Analysis

Waboso, Nwakerendu
Fonte: Brock University Publicador: Brock University
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In the past three decades institutions for persons with intellectual disabilities (ID) have been downsizing and closing in Ontario, Canada. This trend is reflective of the changes that have occurred in society. As of March 2009 the last institution operated by the Ontario government for persons with ID closed, placing the remaining approximately 1000 persons into the community. The current study was an analysis of part of one study in a four-study research project, called the Facilities Initiative Study, to explore the impact of the closures on the lives of individuals who have been reintegrated into community settings. The goal of the current case study analysis was to describe the impact of changes in social inclusion, choice-making/autonomy, and adaptive/maladaptive functioning of four individuals prior to and following transition to the community. The results suggested that, in most cases, community integration was related to more social inclusion opportunities and autonomy in choice-making, a wider range of adaptive behaviors and fewer maladaptive behaviors. In some cases, the evidence suggested that some of these indices of quality of life were not improving. Overall, the study found that the differences observed were unique to each of the individuals who participated in the case study analysis. Some generalized themes were generated that can be applied to future deinstitutionalization endeavors.

How friendship is understood in adults with intellectual disabilities across three life stages.

Sheridan, Paula
Fonte: University of Limerick Publicador: University of Limerick
Tipo: info:eu-repo/semantics/masterThesis; all_ul_research; ul_theses_dissertations
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non-peer-reviewed; Background Community participation is a major goal for all disabled people, but one which has proven difficult for adults with intellectual disabilities (HSE 2011). With a strong history of isolation and current change in policy towards community integration, research shows social networks for adults with intellectual disabilities has been restricted. The experience of friendship has long been recognised as an important element in a satisfying lifestyle for people with intellectual disabilities (Knox and Hickson 2001). Objectives The purpose of this study was to look at how adults with Intellectual disabilities create lasting friendships at home and in the community. It aimed to do this by investigating how friendship is understood in adults with intellectual disabilities across three life stages using Levinson’s developmental theory. Methods This is a qualitative study. Six participants with intellectual disabilities were interviewed using semi structured interviews. The interviews were transcribed and the data was analysed thematically. Results Two categories emerged from the data. (1) Elements that shape friendship. Participants discussed how family, services, community and housing impact on friendships. (2) The meaning of friendship. Participants’ defined friendship by the amount of time spent with people and by describing different relationships they had. The importance of community participation was identified by a number of participants in creating friendships. Conclusion The preliminary findings suggest where people live...

Perceived vulnerability and its impact on the experiences of people with intellectual disabilities

Kelliher, Aisling
Fonte: University of Limerick Publicador: University of Limerick
Tipo: info:eu-repo/semantics/masterThesis; all_ul_research; ul_theses_dissertations
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non-peer-reviewed; Stigma is instigated through society’s judgement on what it deems undesirable, causing the devaluation of a person’s identity. People with intellectual disabilities are classed as socially different therefore undermining their identity as a ‘normal’ member of society. Objectives The principal research is based on how people with disabilities navigate stigma to form lasting relationships. The aim of this study is to explore how people with intellectual disabilities navigate stigma in their daily lives and their experiences of being treated differently. Methods A qualitative research method was chosen, using critical disability theory as a guiding concept. It proposes that disability is a social construct of our society. The experiences of seven people with intellectual disabilities aged from 20 to 53 were explored. Thematic analysis was completed and ATLAS.ti was used for data analysis. Results The participants had varying levels of understanding regarding their disability, none of them had a complete awareness of what disability meant and the implications that it has in their lives. The participants were involved in a variety of activities but the commonality was the overwhelming level of support, supervision and control being provided at all times. Conclusions People with intellectual disabilities are being sheltered from information that would give them a full awareness of their own disability. Families and the services involved in their care are creating a protective capsule around them from the stigmatisation associated with disability. This protection is necessary at times...

Supporting Students with Intellectual Disabilities in Higher Education through Mentoring

Giust, Amanda; Valle-Riestra, Diana
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
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Federal legislation is now making it possible for students with Intellectual Disabilities (ID) to enroll in university programs through inclusive transition models. The need for more knowledge in the workplace, in addition to newly acquired opportunities, draws students with ID to college campuses. With this increase of student in postsecondary education settings, it is necessary to examine the types of supports needed to ensure their success. Peer mentorship has been identified as a crucial aspect of support for academic and social development. This paper identifies the skills mentors use during their sessions and outlines challenges with mentoring partnerships in postsecondary transition programs. Data analysis revealed major themes related to inclusion, self-determination, and adaptive behavior skills.

Is test anxiety a peril for students with intellectual disabilities?

Datta, P.
Fonte: Sage Publications Ltd Publicador: Sage Publications Ltd
Tipo: Artigo de Revista Científica
Publicado em //2013 Português
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Test anxiety is one of the most confronting issues in modern times with the increase in the number of standardised and high-stakes testing. Research has established that there is a direct link between test anxiety and cognitive deficits. The aim of this study is to determine the test anxiety scores of the students with intellectual disabilities in South Australia. It also provided insights into the reasons for high-test anxiety in the participants under study. The Spielberger’s Test Anxiety Questionnaire was administered on students with intellectual disabilities in stage 1. Interviews were conducted with participants with intellectual disabilities, parents and teachers in stage 2. Questionnaire findings revealed that the majority of the adolescent females and males and all adult females with intellectual disabilities had high test anxiety scores. However, the majority of adult males with intellectual disabilities obtained moderate test anxiety scores. In the worry and emotionality subscales, it was also found that the majority of adolescents and adults with intellectual disabilities were found to score high. The high test anxiety scores have been justified by the interview responses obtained from the three groups of respondents. A number of factors have been identified to be the major predictors of test anxiety in students with intellectual disabilities.; Poulomee Datta

The association between stress and physical health in parents caring for children with intellectual disabilities is moderated by children's challenging behaviours

Gallagher, Stephen; Whiteley, Jennifer
Fonte: SAGE Publications Publicador: SAGE Publications
Tipo: info:eu-repo/semantics/article; all_ul_research; ul_published_reviewed
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peer-reviewed; The present study examined the moderating role of social support and challenging behaviour on the stress-physical health relationship in parents caring for children with intellectual disabilities. Parents of children with intellectual disabilities (n = 70) reported more physical health problems compared to control parents (n = 45) and were more likely to visit their general practitioner. Furthermore, challenging behaviours, but not social support, moderated this association: parents of children with intellectual disabilities reported poorer physical health when both challenging behaviours and stress were perceived to be high. These findings suggest that interventions need to be directed towards ameliorating the impact of challenging behaviours.; ACCEPTED; peer-reviewed

Experiences of Young Adults with Intellectual Disabilities in Small Town and Rural Ontario

Ouellette-Kuntz, HELENE
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
Português
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The aim of this thesis is to analyze social inclusion among young adults with intellectual disabilities in small towns and rural community settings. The specific context is three small towns in south eastern Ontario in 2006/2007. A phenomenological study relying on a hermeneutics cycle is undertaken to derive an understanding from multiple sources. In the first instance, policy documents related to the province's approach to supports for adults with intellectual disabilities, the research literature on experiences of adults with intellectual disabilities in rural communities, and conceptual models of social inclusion were reviewed. Seventeen young adults with intellectual disabilities (20 to 28 years of age), their caregivers (n=13) and other community members (n=20) from the three selected towns were interviewed. The interviews included quantitative tools and open-ended questions. Data from the Canadian census were also used to characterize the towns. The data collected led to quantitative (counts, median scores, proportions) and qualitative (significant statements, formulated meanings, themes) analyses for comparisons within and across towns in order to reveal the role of context in social inclusion. The results highlight the importance of context. While similarities exist among the small towns in the region...

Exploration of social integration of people with intellectual disabilities in the workplace

Lin, Cheng-Jung
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado Formato: 746050 bytes; application/pdf
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The objective of the study was to explore social integration of people with intellectual disabilities (ID) in the workplace and to identify the characteristics of positive workplace culture for them. An in-depth qualitative case study was conducted at two worksites to explore the process of social integration. Sources of information included company documents, on site observations, and interviews that were conducted for the following purposes: 1. to describe employees with IDs’ perceptions and needs of social integration and their experiences of social relationships in work settings; 2. to explore co-workers’ perceptions of and relationships with employees with ID; and 3. to identify what characteristics of workplace culture contributed to or detracted from social integration for people with ID. One workplace was an educational organization where four workers with ID were employed, the other a restaurant franchise where one worker with ID was employed. The participants with ID from both worksites believed people with and without disabilities should work together and felt they were included in their workplaces. The co-workers interviewed had positive opinions of fellow employees with ID. Several characteristics of workplace culture had an impact on social integration for employees with ID...

Social interaction and participation in activities for students with and without intellectual disabilities

Burbidge, Julia
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado Formato: 405541 bytes; application/pdf
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Adolescence marks a time of increased social freedoms and opportunities to participate in new productive and leisure activities. As compared to typically developing high school students, those with intellectual disabilities (ID) can face more barriers to involvement in these activities. This study examined the involvement of high school students with and without ID in productive and leisure activities. Furthermore, it identified factors related to involvement, and it examined students’ satisfaction with their social interactions. Forty-seven typically developing high school students completed in-person interviews, and 45 of the students’ parents completed telephone interviews. Archival data from 63 parents of high school students with ID and 41 students with ID were also used. Students provided information about their satisfaction with social interactions, and, additionally, typically developing students provided information about the productive and leisure activities in which they participated. Parents in both groups provided information about their adolescents’ adaptive functioning and maladaptive behaviour, and parents of students with ID also provided information about the productive and leisure activities in which their adolescent participated. Results showed that typically developing students were more likely to be involved in employment and unstructured leisure activities than students with ID; however...

INCLUSIVE POST-SECONDARY EDUCATION: STORIES OF SEVEN STUDENTS WITH INTELLECTUAL DISABILITIES ATTENDING COLLEGE IN ONTARIO, CANADA

Gallinger, Katherine R.
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
Português
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Post-secondary education is an aspiration for many students; however, students with intellectual disabilities are provided few opportunities to pursue this dream. Current practices in the Ontario system of education frequently segregate and exclude students with intellectual disabilities from participation in the educational opportunities that are provided to non-disabled students. These educational practices ultimately limit opportunities for students with intellectual disabilities, and as such, fail to provide sufficient credentials to these students so they can participate in post-secondary education or employment. In recent years, alternative routes through post-secondary education across Canada, and in Ontario, have been emerging for students with intellectual disabilities. Yet, these opportunities are not enshrined in government policies or post-secondary practice, and are only provided at the discretion of a handful of post-secondary institutions across Ontario. The purpose of this study is to provide an understanding of the inclusive post-secondary education experience from the perspectives of students who were participating in inclusive college programs in Ontario. Seven participants were recruited from two colleges in Ontario that provide an inclusive post-secondary experience for students with intellectual disabilities. Through a disability studies framework...

Envelhecer com deficiência intelectual : ouvindo a cidade e a família; Aging with intellectual disabilities : hearing the city and the family

Maria Eliane Catunda de Siqueira
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 13/12/2011 Português
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A longevidade das pessoas com deficiência intelectual é fato concreto no processo de envelhecimento da população brasileira e não mais possibilidade delineada como perspectiva. Orientado pelas proposições da Organização Mundial de Saúde, realizou-se dois estudos complementares em Poços de Caldas, cidade de porte médio do Estado de Minas Gerais. Objetivos: o Estudo 1 pesquisou junto a 798 pessoas adultas os atributos positivos e negativos Socialmente definidos com relação a pessoas com deficiência intelectual, se no contexto enfocado predominavam atributos positivos ou negativos com relação a essas pessoas, se gênero, idade e escolaridade influenciavam na menção a atributos, se convivência ou não convivência influenciavam na atribuição de qualidades positivas e negativas. O Estudo 2 ouviu nove cuidadores de pessoas envelhecendo com deficiência intelectual investigando se as famílias se preocupavam em planejar o seu futuro, quais eram as suas expectativas em relação a essa questão, se a pessoa com deficiência intelectual, seus irmãos e outros familiares participavam desse planejamento, que programas/serviços de políticas públicas julgavam ser necessários para atender a pessoa com deficiência intelectual envelhecendo...

Preserving the past: an early interview improves delayed event memory in children with intellectual disabilities

Brown, Deirdre A.; Lewis, Charlie N.; Lamb, Michael E.
Fonte: Wiley on behalf by the Society for Research in Child Development, Inc. Publicador: Wiley on behalf by the Society for Research in Child Development, Inc.
Tipo: Article; accepted version
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This is the final version of the article. It first appeared from Wiley via http://dx.doi.org/10.1111/cdev.12364; This study examined the influence of an early interview on later recall and changes in children?s reports (N = 194) of an experienced event in children with mild and moderate intellectual disabilities (CWID) (7-12 years) and typically developing (TD) children matched for chronological (7-12 years) or mental (4-9 years) age. Children reported more information, were more accurate, and less suggestible when they had previously been interviewed. CWID (mild) recalled as much information as TD mental age matches, and were as accurate as TD chronological age matches. CWID (moderate) recalled less than TD mental age matches but were as accurate. Interviewers should elicit CWID?s recall as early as possible and consider developmental level and severity of impairments when evaluating eyewitness testimony.; This research was supported by a grant from the Economic and Social Research Council, UK RES-??000-??23-??0949 to Charlie Lewis, Deirdre Brown and Michael Lamb, and in part by a Postdoctoral Fellowship from the Foundation for Research, Science and Technology, NZ (LANC0201) to Deirdre Brown.

Inclusão no trabalho: A vivência de pessoas com deficiência intelectual; Inclusion in work: The experience of persons with intellectual disabilities

Pereira-Silva, Nara Liana; Universidade Federal de Juiz de Fora; Furtado, Adelaine Vianna; Universidade Federal de Juiz de Fora
Fonte: UFPR Publicador: UFPR
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; avaliado por pares; Formato: application/pdf
Publicado em 11/01/2013 Português
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Work is an important context of development for young people/adults with disabilities. This report presents the experience of people with intellectual disabilities about their inclusion at work. Four interviews were conducted with apprentices with the diagnosis of intellectual disability that had occupational experience in the trade sector. The results show that the failure to include these young people/adults was caused either by lack of professional preparation, personal and socio-emotional issues, as well as the difficulty of companies to receive people with disabilities. Stronger links between vocational institutions and companies are critical to the success of inclusion, among other factors.   Keywords: inclusion in the work; intellectual disabilities; special education; professionalization.;   O trabalho constitui um dos principais contextos de desenvolvimento dos jovens/adultos com deficiência. O presente relato apresenta a experiência de pessoas com deficiência intelectual sobre sua inclusão no trabalho. Realizaram-se entrevistas com quatro aprendizes com diagnóstico de deficiência intelectual e experiência ocupacional no comércio. Os resultados apontam que o insucesso na inclusão destes jovens/adultos se deveu tanto pela falta de preparação profissional...

STRUCTURE AND VALIDATION OF A CONTEXTUAL QUALITY OF LIFE SCALE FOR PEOPLE WITH INTELLECTUAL DISABILITIES IN SOCIAL SERVICES: AN ORGANIZATION-ORIENTED MEASURE FROM AN EXTERNAL PERSPECTIVE

Moliner, Carolina; Gracia, Esther; Lorente, Laura; Martínez-Tur, Vicente
Fonte: Universidade Federal da Paraíba Publicador: Universidade Federal da Paraíba
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; "Avaliado por Pares"; Pesquisa Empírica de Campo Formato: application/pdf
Publicado em 24/09/2013 Português
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The aim of this study is to develop and validate a scale on the Quality of Life (QoL) of people with intellectual disabilities as assessed by family members (external perspective). The instrument measures improvement in QoL due to actions by organizations delivering services to individuals with intellectual disabilities (organization-oriented measure). In order to design the items for the scale, focus groups were set up with professionals dedicated to attending to individuals with intellectual disabilities. An initial scale of 20 items was constructed by consensus. A total of 1195 family members answered the questionnaire. In order to assess the structure of the scale, EFA recommended deleting 3 overlapping items. The final scale consisted of 17 items (α=95) and was composed of four main dimensions: self-determination (SD), social inclusion (SI), rights (RI) and overall improvement (OI), which explained 74.83% of the variance. Finally, the consistency and validity were assessed. Convergent validity and discriminant validity were satisfactory. Moreover, CFA confirmed the structure of the scale. Main conclusions, limitations and practical implications are discussed.

The WHO atlas on global resources for persons with intellectual disabilities: a right to health perspective

Lecomte,Jocelin; Mercier,Céline
Fonte: Instituto Nacional de Salud Pública Publicador: Instituto Nacional de Salud Pública
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2008 Português
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This paper focuses on the links between the WHO atlas on global resources for persons with intellectual disabilities (Atlas-ID) project and the right to health in international human rights law. The WHO Atlas-ID project initiated by the Department of Mental Health and Substance Abuse of the WHO was designed to collect, compile and disseminate data on intellectual disabilities services and resources throughout the world. The right to health, as linked to all other human rights, brings a set of globally agreed upon norms and standards, and out of these norms arise governmental obligations. Even in countries which have a relatively high standard of living, persons with intellectual disabilities are very often denied the opportunity to enjoy the full range of economic, social and cultural rights. This paper aims at establishing the WHO Atlas-ID and the international human rights instruments as two parts of a holistic approach in regards to State provided services to persons with intellectual disabilities and their families.

The WHO atlas on global resources for persons with intellectual disabilities: a right to health perspective

Lecomte,Jocelin; Mercier,Céline
Fonte: Instituto Nacional de Salud Pública Publicador: Instituto Nacional de Salud Pública
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2008 Português
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This paper focuses on the links between the WHO atlas on global resources for persons with intellectual disabilities (Atlas-ID) project and the right to health in international human rights law. The WHO Atlas-ID project initiated by the Department of Mental Health and Substance Abuse of the WHO was designed to collect, compile and disseminate data on intellectual disabilities services and resources throughout the world. The right to health, as linked to all other human rights, brings a set of globally agreed upon norms and standards, and out of these norms arise governmental obligations. Even in countries which have a relatively high standard of living, persons with intellectual disabilities are very often denied the opportunity to enjoy the full range of economic, social and cultural rights. This paper aims at establishing the WHO Atlas-ID and the international human rights instruments as two parts of a holistic approach in regards to State provided services to persons with intellectual disabilities and their families.