Thursday, September 21, 2017
Frontline Issue 95
frontline 95


Geraldine Moran explains ‘Actions in Video’ a unique app she developed not only for speech and language therapists and teachers but also for parents and tutors.

The past few years have seen a revolution in the use of mobile technology. Phones, iPads, tablets … one can hardly keep up with the latest gadget. With the introduction of these devices and a myriad of apps, we are provided with a new method of learning that is both beneficial and challenging for those with communication needs...

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Sarah Lennon, Inclusion Ireland, writes that making a will is always important—even more so for the parents of those with an Intellectual Disability

Planning for the future can be a very difficult and worrying thing to do. Planning for a future after you have gone can be one of the most difficult and upsetting tasks of all. It is no surprise that many people delay thinking about making a will, but delaying and ultimately failing to make a will can have serious consequences for your family, especially if you have a family member with an intellectual disability...

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Máiríde Woods shares her experience of losing her daughter, Aoife

It is hard to write about grief and loss because they are private and individual experiences, even in a world where most things are public. Occasionally grief becomes public, as in the reactions to Princess Diana’s death which ended up expressing people’s sorrow at their own losses...

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Linda McEnhill explains that a good LSB will offer the essential elements of communication, information giving, identity building and attention giving to those with an intellectual disability.

Background: Described by Fahlberg as ‘ account of a child’s [person’s] life in words, pictures, photographs and documents, made by the child [person] with the help of a trusted friend [helper]’ (Fahlberg 2012), life story books (LSBs) originated in adoption and fostering services as a tool to build the child’s sense of personal identity, and thereby to support their ability to deal with crisis and change...

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John McEvoy on the need to prepare and support people with an ID who have been bereaved.

ealing with the death of someone close is a difficult and painful event. For individuals with an intellectual disability, personal loss brings the same distressing emotional reactions felt by relatives and friends (Dodd and Guerin 2009; Gilrane-McGarry and Taggart 2007). However, there is a need to prepare and support people with ID who have been bereaved...

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Sisters Kathleen O’Connor and Ann Devine in conversation with Kathy O’Grady

The Pastoral Support Service has grown to become an integral part of the support service that is hallmarked by the essence of inclusion in the ultimate recognition of the importance of spirituality in the lives of all stakeholders, especially for staff in their daily work with people with intellectual disability, the individual families and broader society...

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Stuart Wark and Michele Wiese write that as the life expectancy of individuals with an intellectual disability has risen there is an increased likelihood of experiencing the death of a significant other such as a parent, friend or housemate

Historically, there has been a perception that many individuals with an intellectual disability may not have had the necessary understanding of social relationships to feel grief or the capacity to comprehend loss associated with the death of a family member or friend (Speece and Brent 1984). Much of this argument has been based upon the perception that people with an intellectual disability were unable to establish the close social and personal relationships with other people that underpin later feelings of grief following a death (McDanial 1989)...

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Stuart Todd, Reader in Intellectual Disability Research, University of South Wales, on the shifting research focus from death to how dying is communicated to those with an ID.

For more than twenty years, the aftermath of the death of a loved one in the lives of people with intellectual disabilities was starkly revealed to be an issue sidestepped awkwardly by services and family relatives. Of course, previously to that it was considered that people with intellectual disabilities were not emotionally capable of feeling grief. However, once there was recognition that people with intellectual disabilities had emotional selves, anxieties arose about how best to manage those emotions.