Mental health and wellbeing

Mental health and wellbeing during COVID-19

by Iva and Julie

A lot has been written about the impact of the COVID-19 pandemic on people’s mental health and well-being.

It has affected many of us.

This blog introduces a website for people with intellectual disabilities. It could be helpful for people with intellectual disabilities struggling with anxiety, stress and depression.

My Compass Online Website Story (Julie Loblinzk)

My story on why I am using this program. In the last month I had some issues.

My daughter ended up with:

  • A broken leg with screws in an ankle;
  • Using a boot with crutches;
  • Appointment support;
  • NDIS Support and the list goes on.

My partner has had:

  • Surgery 3 times;
  • Issues with health;
  • Problems with appointment support;
  • To wear a boot using a wheelchair and the list goes on.

I also increased my work hours at Self Advocacy Sydney from 15 hours to 22 hours per week.

I started having panic attacks and saw my doctor.

Before I saw a specialist, the doctor told me about this website.

I am using this to improve my health and it’s great to use.

What is it?

Online self-help program for people:

  • With mild to moderate depression;
  • Anxiety;
  • Stress;
  • People with their mental health issues.

What is in the Intellectual Disability section online?

It has 5 sections; each section has 3 parts to it:

  • Knowing feelings
  • Breathe and relax
  • Taming anger
  • Having more fun
  • Tracking unhelpful thinking

Positives to using this website

  • Worksheets can be downloaded;
  • Easy to use
  • Get to do activities
  • The information is accessible
  • Supports your health and mind
  • Great resources
  • Each section has a scale so you know where you are to
  • It says well done at the end of section
  • Save your work and go back to it

When you finished a section it tells you what’s next.

Suggestions for improvement:

  • The program needs to be accessible offline too.
  • It is an online program and many people with intellectual disabilities are not able to get online.
  • Let people know about the website.

Not many know about this website.

  • The name of the section for people with intellectual disability should not include an abbreviation “ID” or “IDTWO”.
  • Many people with intellectual disabilities do not like to be referred to by acronyms or abbreviations

Disability education, Disability writing

When child’s play is just not appropriate

by Iva and Julie

We were frustrated – but, sadly, not surprised – to read that Abigail Talbot, a 15-year-old girl who lives with Down syndrome, had her enrolment at a Launceston Catholic school “cancelled”.

This decision happened because her parents refused to sign off on the learning plan created by the school.

Abigail, the 15-year-old girl whose enrolment was cancelled because her parents did not agree with the learning plan imposed on her.

Reading the article (https://ab.co/3jzcQDz) , we thought about so many things that went wrong.

For example, a student’s learning plan NEEDS to be created in collaboration between the student, their parents and the teacher. It was never meant to be a document created by a school and forced on a student and their parents. It just does not work that way.

There were other things that went wrong in the story. In this blog, we will focus only on one issue out of many – age-appropriateness. Including a picture of the Very Hungry Caterpillar into the learning plan of a 15-year- old student is simply not on. The Australian legislation Disability Standards for Education highlights the importance of reasonable adjustments. To us, the word “reasonable” also means that it should be relevant to the student and their age.

Being age-appropriate is important regardless of age. Adults need to be treated like adults. Yet, adults with intellectual disability get so often treated as children. This is demonstrated in Julie’s very recent experience below:

JULIE’S STORY

“As an adult with Intellectual Disability and Hearing Impairment it’s important in my life that Education and Learning is treated in the same way as people who do not have a disability.

“I want to be treated fairly and equal.

“Everyone with an Intellectual Disability wants to learn with age appropriate activities within education learning including being part of the National Disability Insurance Scheme (NDIS).

“Within COVID-19, between March and June this year, I had support from NDIS under social activities at home from a service provider for three hours on a weekend.

“I had one-on-one support because you could not get together in a group for social activities.

I was given a bag by the staff member and activities included:

  • Who am I? game for children age 6 year +
  • Large print colour in book with small colour pencils
  • Building –a-tool box for a child age three upwards
  • Play dough for children three years and older
  • Making pom poms kit
  • Instructions on how to make a paper airplane
  • 20 game activity sheets on scavenger hunts – kid’s stuff
  • How to make bake clay in oven
  • Having a sheet to draw myself
  • Making an activity jar with adding water and pictures – three year old
  • Blob tree to colour in how you feel today
  • Hop Scotch drawing on path – kid’s stuff
  • Template to create a plane
  • And the list goes on.
Examples from Julie’s kit

“My point is, I would rather play adult games and have fun with seeing how many games I could win and lose.

“Many people with Intellectual Disability like to have fun, be challenged to learn new things as adults do.

“Services for people with a disability need to review the following:

  • How things are done so that people can learn in way that suits their needs
  • Activities and event they offer are age appropriate
  • All they do need to be based in person centred planning.”

Do you have similar experiences that you would like to share with us? Please let us know.

Disability writing, Sexuality education

Sex education needs to be explicit

by Iva and Julie

Please see the Plain English version below

What are the challenges for teachers educating students with intellectual disability about sexuality?

Recently we conducted a study on sexuality education for students with intellectual disability in New South Wales mainstream high schools. We talked to students with intellectual disability, their parents and their teachers. We found some positive outcomes, but also many problems.

The very best news is that sexuality education is available in the first place. When I (Julie) went to school, students with intellectual disability did not receive sexuality education at all, and I didn’t think it would be ever possible.

But an alarming finding was the extent to which teachers found some students had been abused or subjected to domestic violence. This is a huge concern and consistent with what we know from literature – that people with intellectual disability (and especially girls and women) experience more domestic violenceand other forms of gender-based and sexual violence, such as rape, than other people. In the context of COVID-19, people with intellectual disability are even more vulnerable.

Cover Sex Safe and Fun brochure from Family Planning NSW
Family Planning NSW has some good Easy Read resources

Teachers also highlighted the lack of accessible (Easy Read or plain English) resources that they could use for sexuality education. Some of those that did know of accessible resources say they don’t feel comfortable with the explicit pictures. This is a worry because students with intellectual disability need explicit instruction. If teachers are not comfortable with using these materials, how will the students learn?

It is important that teachers use accessible and straightforward resources and overcome their discomfort about tackling the subject. Here are some ideas:

  • A/Professor Patsie Frawley from Deakin University and her team developed a Sexual Lives and Respectful Relationships website. https://www.slrr.com.au

We will share with you what the students and their parents told us in the forthcoming blogs.

Iva Strnadová and Julie Loblinkz are research partners and friends. They host the blog Disability and Me. Both are strong advocates for people with intellectual disability.

PLAIN ENGLISH VERSION

Iva and I did a study about sexuality education.

We went to mainstream high school students in New South Wales. We talked to:

  • Students with intellectual disability
  • Their parents
  • Teachers

There were positives and problems.

This plain information is about teachers.

Positive

  • Sexuality is being taught to students with intellectual disability.

Problems

  • Students being abused
  • Students going through domestic violence
  • Lack of Easy Read information resources

People with intellectual disability being

  • Abused or
  • Going through domestic violence or
  • Being raped

is a big problem.

In one of our stories we talked about COVID-19 and how people with intellectual disability are at risk.

Teachers should use accessible information resources. See below:

Disability writing, Sexuality education

Sex education needs to be explicit

by Iva and Julie

What are the challenges for teachers in educating students with intellectual disability about sexuality?

Recently we conducted a study on sexuality education for students with intellectual disability in New South Wales mainstream high schools. We talked to students with intellectual disability, their parents and their teachers. We found some positive outcomes, but also many problems.

The very best news is that sexuality education is available in the first place. When I (Julie) went to school, students with intellectual disability did not receive sexuality education at all, and I didn’t think it would be ever possible.

cover of Sex Safe and Fun brochure from Family Planning NSW
Family Planning NSW has some Easy Read resources

But an alarming finding was the extent to which teachers found students had been abused or subjected to domestic violence. This is a huge concern and consistent with what we know from literature – that people with intellectual disability (and especially girls and women) experience more domestic violenceand other forms of gender-based and sexual violence, such as rape, than other people. In the context of COVID-19, people with intellectual disability are even more vulnerable.

Teachers also highlighted the lack of accessible (Easy Read or plain English) resources that they could use for sexuality education. Those that did know of some accessible resources say they don’t feel comfortable with the explicit pictures. This is a worry because students with intellectual disability need explicit instruction. If teachers are not comfortable with using these materials, how will the students learn?

It is important that teachers use accessible and straightforward resources and overcome their discomfort about tackling the subject. Here are some ideas:

We will share with you what the students and their parents told us in the forthcoming blogs.

Iva Strnadová and Julie Loblinkz are research partners and friends. They host the blog Disability and Me. Both are strong advocates for people with intellectual disability.

PLAIN LANGUAGE VERSION

Iva and I did a study about sexuality education.

We went to mainstream high school students in New South Wales. We talked to:

  • Students with intellectual disability
  • Their parents
  • Teachers

There were positives and problems.

This plain information is about teachers.

POSITIVEPROBLEM
Sexuality being taught to students with intellectual disability In the past it was not taught in schools
Students being abused
Students going through domestic violence
Lack of Easy Read information resources

People with intellectual disability being

  • Abused or
  • Going through domestic violence or
  • Being raped

is a big problem.

In one of our stories we talked about COVID-19 and how people with intellectual disability are at risk.

Teachers should use accessible information resources. See below:

Iva Strnadová and Julie Loblinkz are research partners and friends. They host the blog Disability and Me. Both are strong advocates for people with intellectual disability.

Disability writing

Making it an easy read

by Iva and Julie

We’re thrilled with the response to the launch of our blog and thank everyone for their feedback.

Some of you have asked if it’s possible to have an Easy Read or plain language version of the stories we are posting. Yes it is, and from this week you will notice that all our posts will have a plain language version.

From this week you can also opt in to receive notification of new posts and initiatives from Disability and Me.

With your support and regular feedback, we hope we can grow this blog to be a gold-standard communications tool for people in the disability community.

On the subject of plain language / Easy Read, we’d like to remind everyone that it’s vital to stay up to date with the latest Government information on Covid-19.

Easy Read fact sheet

For people with intellectual disability, that means locating trusted information in an accessible format.

Luckily, there are some reliable resources in the standard Easy Read format.

It’s just a matter of sharing them.

If you are a person with intellectual disability, a family member, social worker, carer or friend, please pass on these valuable resources.

And don’t forget to stay in touch.  The social isolation of Covid-19 can be even harder for people with intellectual disability who usually rely on one-on-one support.

COVID-19 EASY READ RESOURCES

PLAIN LANGUAGE VERSION

Iva and I are happy with the responses to the launch of our Blog.

We thank everyone for their feedback.

It is easy to do a plain English version of what we are posting. All our posts will have one.

From this week you can get a notification of new posts from Disability and Me.

With your support and feedback, we hope this blog will grow to be a gold standard tool for people in the disability community.

It is important to stay up to date with information from the Government on COVID-19. This means getting information you trust and having information in a way you understand.

There is some reliable information in easy read format, and it is important to share this with others you know.

Stay in touch with others. For people with intellectual disability COVID-19 is harder for them. They usually have one on one support.

Iva Strnadová and Julie Loblinkz are research partners and friends. They host the blog Disability and Me. Both are strong advocates for people with intellectual disability.

Disability writing

Covid-19 and domestic violence

by Iva and Julie

It’s timely that the Stella prize for literature should go to a writer highlighting domestic violence. This is a pressing issue for many women, but especially those with an intellectual disability.

It’s a sad fact that people with intellectual disability lack quality sexuality and relationship education. Girls and women with this disability are often left unprepared for relationships, unsure how to recognise the difference between healthy and unhealthy relationships, or how to recognise what is and what is not abuse.  

Furthermore, they are also often not protected by police, as their statements are not always taken seriously.

The social isolation of Covid-19 only exacerbates the situation.

But there are places where girls and women can get support. If you are a family member of a women with intellectual disability or know of someone who is in this situation, please share these important resources:

  • They can call 1800RESPECT for support, counselling and referral (phone is 1800 737 732).
  • 1800RESPECT and the Women with Disability Australia co-designed an app called SUNNY for women who experience abuse and violence. It is free to download and use on a smart phone for free:

Download Sunny from the App Store for iOS

Download Sunny from Google Play for Android phones

  • Knowmore also provides free legal advice to survivors of abuse – their phone is 1800 605 762
  • NSW Rape Crisis provides 24 hour support line for people who have experienced sexual assault and can be contacted on phone number 1800 424 017