Awards

Julie’s Australia Day honour

This Blog

  • is about me
  • I want to share big news

It was announced today, on Australia Day, 2023

  • that I received an OAM award
  • I feel very proud

What is an OAM Award?

  • the Medal of the Order of Australia (OAM)

It was established in 1975

  • by Elizabeth, the late Queen of Australia
  • on the advice of the Australian Government

Why is this Award important?

The Order of Australia is the most respected way

  • to value outstanding people in the Australian community
  • at a national level

The Award is an opportunity

  • to celebrate inspiring people
  • who make Australia what it is

More details:

go to the website

Disability education, self advocacy

A story of friendship and impact

Hello everyone

Today we would love to talk about

  • our friendship
  • inclusive research

Since we started to work together

  • our friendship has grown
  • we have learned a lot from each other
  • we support each other
  • we play to our strengths

We have many things in common

  • we have our differences

It would be boring to always agree on things

We both want to make the world a better place

  • for people with intellectual disability

We would like to see more people with intellectual disability

  • being researchers
  • having a say in things important to them

There are many barriers for people to do that.

Many people with intellectual disability

  • are still excluded from community
  • do not have a say about what they want
  • other people make decisions for them

This is why self-advocacy is important

  • for people with intellectual disability

Self advocacy helps people to

  • have a voice in matters important to them
  • make decisions about their lives
  • have choices
  • take risks
  • know their rights
  • develop skills

Inclusive research can support people

  • develop self-advocacy skills

It is important for

  • university researchers
  • researchers with intellectual disability

to work together in inclusive teams

Iva and Julie together in a video

We hope you like the video of our story

Awards, self advocacy

New Gene Equal website

Hello everyone

Today we would like to introduce:

  • a new website.

The website is

www.GeneEQUAL.com

GeneEQUAL is a research program to

  • help people with intellectual disability
  • get better health care

Our research team is inclusive.

We have researchers from universities

We also have researchers who have intellectual disability

And researchers with other different disabilities (hearing disability, multiple sclerosis, etc.)

What we want to happen

  • People with intellectual disability make decisions about their genomic health care
  • Genomic health care workers:
    • are respectful
    • provide accessible and inclusive health care to people with intellectual disability
  • Teachers in schools give people with intellectual disability accessible:
    • information
    • resources about genomics in health

We do research in:

  • health
  • education

In health we talked to

  • 19 people with intellectual disability or learning disabilities
  • 9 Support people

We will put our Easy Read report

  • to our website soon

And we have great news!

NSW Health gave us funding to develop

  • 3 more resources
  • 2 videos
  • Easy Read documents

We will also

  • Hold consultations with our advisors
  • Write more articles 

Have a look at our website to learn more!

For example about talking to teachers in schools

You can also find on the website:

  • Good resources
  • How to get in touch with us

The team members are

Dr Emma Palmer

UNSW Sydney/UNSW Health

Professor Iva Strnadová  UNSW Sydney

Julie Loblinzk                 UNSW Sydney / SAS

Jackie Leach Scully       UNSW Sydney

Skie Sarfaraz                  SAS

Jackie Boyle NSW Health

Michelle Tso                   UNSW Sydney

Manjekah Dunn              UNSW Sydney

Sierra Classen                UNSW Sydney

Joanne Danker               UNSW Sydney

Bronwyn Terrill​     UNSW Sydney

Karen-maia Jackaman​   UNSW Sydney

self advocacy, Uncategorized

Good life comes with self-advocacy

How can self-advocacy influence well-being of people with intellectual disability: international program of research

Easy Read report

Hello everyone!

It has been a while since you heard from us.

This is because:

  • Iva was in Europe
  • Julie was ill

But we are back now.

  • and we have a lot to share with you.

Today we want to talk about our

  • ongoing self-advocacy and wellbeing research work

Well-being is about

  • how you feel about your life
  • how good it is

There are researchers from different countries that we work with.

Our team is from:

  • University of New South Wales Sydney, Australia
  • Open University (Milton Keynes), United Kingdom

We want to understand how self-advocacy

  • helps against discrimination
  • supports inclusion of people with intellectual disability

We did 2 studies

  1. We read articles about
  • self-advocacy
  • how it helps well-being

2. We talked to 54 self-advocates in Australia and the United Kingdom

  • 26 women
  • 28 men

To do this, we used something called the ‘dynamic model of wellbeing.’

This model shows us that having a good life is about different things.

It is about your:

  • physical and mental health
  • confidence and self-esteem

  • social life – things like work
    • work
    • money
    • relationships

What we found out in our studies

Self advocacy

  • improves how people feel about themselves and their live
  • helps people have more self-esteem
  • helps people to learn new things
  • helps people to speak up for themselves
  • helps people celebrate their strengths

supports peple to connect to the wider community.

Why is this important?

The United Nations Convention on the Rights of Persons with Disabilities (UNCRPD, 2006) says people with disabilities have rights to

  • active participation and inclusion in the community

168 countries in the world signed this.

Who is doing this Research?

  • Iva Strnadová

Professor of Special Education at the University of New South Wales

  • Liz Tilley

Senior Lecturer & Associate head of school in Health and Social Care United Kingdom

  • Joanne Danker

Lecturer in Special education at the University of New South Wales

  • Julie Loblinzk

Adjunct lecturer, Self Advocate in NSW

  • Michelle Tso

PhD student in special education at the University of New South Wales

What is next?

Open University is doing research to look at who pays for self-advocacy and why.

For more information about this, email

Iva

  • i.strnadova@unsw.edu.au

Disability education, Rights, self advocacy

My Say My Way

We are so excited to share with you My Say My Way

My Say My Way is

  • A collection of accessible methods
  • For students with moderate and high support needs
  • In New South Wales, Australia

My Say May Way was developed in 2020-21 by

NSW Department of Education

University of New South Wales Sydney

24 schools in New South Wales

My Say My Way uses three types of methods:

1. Photovoice

Taking photos of things students like and dislike at school

People, places, actvities, experiences

Click here to watch a few videos showing Photovoice

2. Body Mapping

  • Using a map of their body filled with

Images

Words

Symbols

3. Adapatable Survey

About school experiences of students with moderate and high
support needs

There are 3 versions for students with different support needs

Questions students were asked

What they liked

How they learnt

What they learnt

Relationships with school staff and other students

Life after school

How many students took part?

   Survey Version 1 was completed by 49 students from 15 schools

    Survey Version 2 was completed by 121 students from 21 schools

    Photovoice and Body mapping was completed by 138 students across 19 schools

What we learnt from the survey – positives

   Teachers help students

   Students like learning new things at school

   Most students liked their school
Students felt they were doin well at school

What we learnt from the survey – things to improve

 Only about half of the students knew their learning goals

 Only about half of the students were involved in setting their learning goals

 Many students felt bored at school

 Some students disliked feeling scared and being yelled at

What we learnt from Photovoice and Body mapping – positives

      Students most liked physical activities at school

      Students enjoyed leisure and toys at school

     They also liked academic classes and learning activities

My Say My Way

o Addresses an important gap

Why?

o These students usually do not have a say about their education

o This happens all around the world

o My Say My Way gives these students a voice

My Say My Way supports inclusion

Supporting students to have a voice is important

It will help them to speak up for themselves

Our Thoughts

ALL students

o   Should be able to have a say

o   Need to be a part of setting their goals

o   Learn differently and in different pace, and that is OK

o   Need time to complete their work

Teachers and other school staff

o   Need training in accessible methods

o   Should also use plain English and Easy Read English

o   Have enough time in their workload to support their students


We are very proud that we were a part of this fantastic partnership

o  That created My Say My Way

Please share with us your comments and questions

o   We would love to hear from you

Disability Royal Commission, Rights

Abusing women with disability

Why does this keep happening again and again?

CONTENT WARNING:

  • Abuse
  • Neglect
  • Death of another person with Down Syndrome

This blog is in memory of Debbie

  • Debbie was a young woman
  • She lived with her mother in the United Kingdom
  • She had Down Syndrome

What happened?

  • Her life was cut short as she passed away in August 2019
  • Debbie was neglected by her mother
  • The judge said, “In her last days Debbie was left without
    • The most basic care and dignity.”
    • Starved to death
    • With extensive skin infection

This is not an exceptional story!

  • Abuse of people with disability continues to happen
  • It especially happens to people with intellectual disabilities
  • This happens far too often all over the world

The Royal Commission published:

  • 40% of women with disability experienced physical violence compared to 26% of women without disability
  • 90% of women with intellectual disability have experienced sexual abuse
  • 68% of women with an intellectual disability are sexually abused before they are 18 years old

How is this possible?

  • In Debbie’s case, a family members saw her before she died
  • Doctor and social services visited Debbie
  • Yet they found nothing wrong!
  • At that time Debbie, aged 24, weighed 24 kilos!

Action taken:

The mother was found guilty of

  • Gross neglect
  • Manslaughter

Last week, she was jailed for 9 years and 7 months.

Things need to change!

  • We need to keep speaking up about this
  • So change can take place

Violence and abuse:

  • Can happen in any relationship
  • It is never ok for this to happen

If this happens to you:

  • Ask for support from someone you trust
  • Ask for help
  • Report it

Your rights

  • As a person with a disability, you have the rights to:
    • Freedom
    • Respect
    • Fairness
    • Dignity
    • To live to your fill potential
    • To have control over your lie
    • To live freee from abuse and neglect

National Disability Abuse and Neglect Hotline

If you want to learn more about

We send our condolences to

  • Debbie’s extended family
  • Friends

You deserved better Debbie. Rest in peace!

Uncategorized

Australian Charter of Health Care Rights

Do you know:

  • your health care rights rights in Australia?
  • That we have Australian Charter of Health Care Rights?

A charter of rights is

  • a list of all the human rights
    • the country thinks that are important
    • for everyone

What does the Australian Charter of Rights do?

  • It says the rights for both
    • patients
    • carers of patients
    • it explains what health care needs to be like

It covers

  • all people in Australia
  • all places in Australia
  • public hospitals
  • day procedure services
  • general practices
  • other community health services

So what are your health care rights?

Access – I have a right to:

  • health care and treatments
  • that meet my need

Safety – I have a right to:

  • get safe and high quality health care
  • in a setting that makes me feel safe

Respect – I have a right to:

  • Be treated with respect
  • have my culture, identity, beliefs and choices recognised.

Partnership – I have a right to:

  • ask questions
  • be included in honest communication
  • make decisions with my health care staff
  • include the people I want in planning and decisions

Information – I have a right to:

  • clear information about my condition
  • information about services, waiting times and costs

I have a right to be given help to:

  • help me to understand my health
  • be told if something has gone wrong

Privacy – I have a right to:

  • have my privacy respected
  • have information kept safe and confidential

We are working on a GeneEQUAL project

  • you can read about it in our other blogs

In GeneEQUAL we learn about

  • experiences of people with intellectual disabilities
  • with health care

Here is what we heard

  • about health care rights in Australia

Health care workers sometimes

  • do not speak directly to a person with an intellectual disability
  • do not spend enough time to get to know the patient
  • rush appointments
  • use negative language about disability
  • do not know that people have often had trauma

What needs to happen?

Health care workers need to

  • use positive words about disability
  • for example ‘condition’ is better than ‘disorder’
  • explain things in simple words and pictures
  • use Easy Read when explaining things

  • talk slowly
  • know different ways to communicate
  • have more ongoing professional training – to support people with intellectual disabilities the best way

This will help to make the Charter reality!

Write to us if you want to know more about our work

julie@sasinc.com.au

i.strnadova@unsw.edu.au

GeneEqual, self advocacy

GeneEQUAL update

GeneEQUAL will make genetic health care better for people with learning and intellectual disabilities.

We want to hear from you!

Where we are up to:

  • The study has ethics approval to start across NSW.

A committee was formed with:

  • Our team
  • NSW Ministry of Health
  • Doctors
  • Researchers
  • Advocates and self-advocates with intellectual disabilities
  • 12 people have been interviewed by Iva and Julie
  • We want to talk to 8 more people

We had an Advisory Workshop in November.

People in the workshop:

  • Shared that learning about genetic conditions can be a big shock.
  • Thought it was important that counselling to talk about feelings is available
  • Mentioned some problems with NDIS
  • Said doctors and genetic counsellors need to know how to check in with people
  • Suggested that people need help to prepare for seeing a genetic doctor.
  • Agreed that genetic research is important.

We will have another Advisory Workshop in February.

Who can join GeneEQUAL?

People who:

  • have learning and intellectual disabilities
  • live in NSW
  • had a genetic test or talked to a genetics team recently
  • had a genetic test of talked to a genetics team a long time ago, like when they were a child

Want to have your voice heard?

  • Please contact Iva and Julie and they can tell you more!
  • Email i.strndova@unsw.edu.au
  • Mobile phone: 0426 959 172

“You need to have a group where we can all sit down and talk, and we work out our own problems.

Not have someone else work our problems out, because I can tell you now, we don’t listen to what people think.

It’s what we know, what we’re going through, and how we can deal with it.”

Uncategorized

Understanding your thoughts on genetic testing and counselling

Hello everyone

We hope you have all been well during these difficult COVID-19 times.

We would like to tell you about our new project. It’s called GeneEQUAL.

We need to listen to people to intellectual disability so that we can make their health care better.

Doctors need to know how to make people with genetic conditions feel safe and respected

This project will show us how we can make genetic health care better.

What do we want to find out about this project?

We want to learn about what people with intellectual disabilities think about:

Genetic counselling

Genetic counselling means talking about why people have a health or learning difficulty.

Gene testing

Gene testing means a blood or spit test to help find out why people have a health or learning difficulty.

Who do we want to talk to?

We want to talk to anyone who

  • lives in NSW
  • has an intellectual disability
  • has ever had a genetics test or seen a genetics doctor or counsellor
  • is aged 18 years or older

What does taking part involve?

Taking part in the study will involve meeting Julie and me to talk. This will happen online (Zoom, Skype, Facetime, Teams) or via phone.

We will ask you about:

  • What is was like to have genetic counselling or testing
  • How you think genetic testing or counselling should be done

Who is doing this research?

We are conducting this research with Dr Emma Palmer

And Professor Jackie Leach Scully from the University of New South Wales.

Mrs Jackie Boyle from New South Wales Health.

And Suzanne Nevin from UNSW and Sydney Children’s Hospital.

What can you do to help us?

Please let other people know aobut this study

If you want to know more we would love to chat with you.

You can call Iva on 0426 959 172

Or email us at

i.strnadova@unsw.edu.au

Disability education, self advocacy, Sexuality education

What do girls with intellectual disability think about sex education?

This is an Easy Read report from our study.

What was this research study about?

What girls think about their sex education?

Sex education in New South Wales (Australia)

  • Required up to Year 10
  • Taught as part of a subject called the Personal Development Health and Physical Education (PDHPE)
  • Year 11 and 12 students take part in Life Ready program
  • Life Ready program includes:

financial knowledge

public engagement

online safety

mental health

sexuality and sexual health

  • Some students access the Life Skills syllabus.

What we already know from research.

Sex education is important for all students.

Students have a right to:

  • sex education
  • receive information in accessible ways.
  • have social and sexual experiences

Sex education also helps with a successful move to life after school.

Who was in our research team?

  • Iva Strnadová, University of New South Wales Sydney (UNSW)

  • Julie Loblinzk, UNSW and Self Advocacy Sydney
  • Joanne Danker, UNSW

Who took part in this study?

We talked to 11 Australian high school girls aged 13-20 years.

  • 7 girls attended a mainsteam school.
  • 4 attended a support unit in a mainstream school

How did we do our research?

We prepared questions for interview.

We met the girls at their schools and interviewed them.

We reviewed what the girls told us.

What did we find out?

Finding one

Topics not included in sex education:

  • different sexuality and gender identities
  • masturbation

Why does it matter?

  • Girls do not have good knowledge about sexuality.

Sex education classes were not accessibel for the girls.

Finding 2

Why does it matter?

Students with intellectual disabilty:

  • learn at a slower pace
  • have problems with abstract ideas
  • struggle with difficult words
  • have problems with memory

There are different teaching stragegies and practices to helo these students:

  • pictures
  • Easy Read resources
  • accessible language

Finding 3

The girls were:

  • not asked what they would like to learn
  • often included in Individual Learning Plan meetings.

Why does it matter?

Individual Learning Plans should be prepared by:

  • students with disability
  • teachers
  • parents

other people (e.g., speech therapist).

Taking part in creating their own plans helps students to:

  • develop their self-determination skills )eg making choices.
  • develop independence

For more information please contact:

Iva Strnadová: i.strnadova@unsw.edu.au
full paper:

https://onlinelibrary-wiley-com.wwwproxy1.library.unsw.edu.au/doi/10.1111/bld.12403