Journal Articles

Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/7915

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    The home literacy environment of school-age autistic children with high support needs.
    (John Wiley and Sons, 2024-08-01) Westerveld MF; Malone SA; Clendon S; Bowen R; Hayley G; Paynter J
    BACKGROUND: As a group, autistic children with high support needs (with adaptive functioning in the range of an intellectual disability) are at risk of significant literacy difficulties. We investigated the parent-reported home literacy environment of this group of children. METHOD: Sixty-two parents of autistic children (4.5 to 18.25 years) attending an autism-specific school completed a home literacy survey reporting on their child's: (1) alphabet knowledge, (2) interest in reading, (3) activities/interactions around books, (4) reading ability, and (5) writing ability. RESULTS: We found significant positive correlations between parent-reported child interest in reading and literacy-related interactions and skills, but not with child age. Children using spoken words to communicate obtained significantly greater scores on four home-literacy subscales, but not on reading interest. CONCLUSIONS: A better understanding of the home literacy activities of autistic children with high-support needs is needed to inform educational practices aimed at promoting literacy development in this vulnerable population.
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    Supporting Intellectually Disabled Women’s Sexual and Reproductive Health and Rights: A Qualitative Study With Support Workers in Aotearoa New Zealand
    (Taylor and Francis Group, 2023-11-16) Bloom O; Morison T
    This article presents findings from a qualitative study of support worker responses to intellectually disabled women’s sex and reproductive health. Drawing on reproductive justice theory, interviews with seven support workers from various disability service providers in New Zealand were analyzed using reflexive thematic analysis. The findings point to the persistence of a sexual risk discourse, which undermines progressive perspectives, including the rights-based approach that is usually advocated for in sexual and reproductive health, and ultimately constrains intellectually disabled women’s sexual agency. The value of a reproductive justice framework for countering risk-oriented framings in favor of a social justice perspective that expands the notions of individual rights is discussed. The findings support a growing global evidence base and have implications for national and international policy and practice.