People with intellectual disabilities – despite existing support systems – may often encounter barriers to being physically active, including mobility and access limitations. Limited mobility skills of persons with intellectual disabilities influence their independent social participation generally as well as in the using public transportation. Mobility training for persons with intellectual disabilities introduced in the manual „MobiLe – Mobilität lernen“ (MobiLe – learning mobility) should contribute to experiencing more safety and independence of mobility through the introduction, widening and strengthening of mobility skills enabling these persons to live independently and participate fully in society. With the aim of planning mobility education and training, different mobility terms are going to be addressed in the MobiLe manual, such as: walking, using wheelchair, public transportation (bus, train, metro) and bike riding. The curriculum was developed, empirically proved and evaluated in cooperation with disability support partner institutions, schools, parents and adults with intellectual disabilities. Project evaluation was performed by the people who were responsible for offering support. Project participants have also evaluated the project. The experiences and wishes of parents of people with intellectual disabilities were taken into consideration as well. The development of the MobiLe manual was divided in the following phases: • Phase 1. Actual state analysis : Actual state analysis of already existing approaches and possibilities of mobility training for persons with intellectual disabilities. The actual state analysis was followed by an online complete survey regarding existing and implemented concepts of support for independent mobility and the mobility training of adults with intellectual disabilities. A query regarding mobility skills and orientation as well as mobility behavior of single persons with intellectual disabilities from selected institutions has been conducted. The aim of the query was to specify possible learning areas. • Phase 2. Conceptualisation of the manual with curriculum : Derivation of specific (improving-)needs regarding support concepts and mobility skills as well as preliminary development of the manual MobiLe. • Phase 3. MobiLe practical testing and evaluation : Practical testing and evaluation of the curriculum draft involved 16 institutions and 109 participants in school and other settings from July 2017 until March 2018. The results were listed and scientifically evaluated. Guidance for employees of the institutions concerning the mobility training and promotion were derived. • Phase 4. Improvement of the manual with curriculum and evaluation. Based on the results of the phase 3, the manual with curriculum was reviewed and (existing) limitations critically evaluated. In order to create a link between research and practical mobility training, a board of experts, consisting of local school and professional authorities and parents, was established. The main goal of this board of experts was to critically review the project activities and offer expert advice and support. End result of this project is a manual on mobility training for adults with intellectual disabilities, which is easy to implement and adapt in everyday life (vocational training, sheltered workshops etc.). Widening and strengthening of special mobility skills for adults with intellectual disabilities contribute to experiencing more safety and independence of mobility enabling these persons to live more independently and participate more in the society living. (Author/publisher)
Samenvatting