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1.
Disability Welfare Policy in Europe: Cognitive Disability and the Impact of the Covid-19 Pandemic ; : 141-166, 2023.
Article in English | Scopus | ID: covidwho-2305224

ABSTRACT

This chapter presents the findings of a participatory research project on the impact of COVID-19 and the lockdown on the lives of people with intellectual disabilities in Madrid, Spain. It provides a brief overview of the social policy framework with regards to people with disabilities, and how the government responded to the needs of people with disabilities during the pandemic. The research was conducted by seven co-researchers with intellectual disabilities, who explored how people with intellectual disabilities in Madrid had experienced the lockdown and sanitary restrictions from March 2020 to November 2021. Participants included people living at home with their families, in group homes and in residential care. The findings are contrasted with other studies on the impact of the pandemic in Spain. The pandemic revealed the precariousness of the care system, and the urgent need to shift towards a human rights compliant service provision. Our study shows that people with intellectual disabilities experienced restrictions in different aspects of their lives during a longer period, that people living in residential care were more isolated and that there is a general concern with the future. People living in congregated settings were subject to higher restrictions. Some people had become care providers to their parents, and digital skills had been essential to keep in touch with partners, friends and family. Furthermore, people expressed a desire to regain their freedom, meet new people and a concern with lack of employment. © 2023 Adela Palazuelos Velayos, Adrián Corona de la Iglesia, Ángela Sánchez Castillo, Gema Alises Urda, María Gómez-Carrillo de Castro, Marta Sancho Suils, Paola Cauja Pilataxi and Víctor Sanz Moreno. All rights reserved.

2.
9th International Conference on Technological Ecosystems for Enhancing Multiculturality, TEEM 2021 ; : 243-247, 2021.
Article in English | Scopus | ID: covidwho-1613091

ABSTRACT

In this paper, the teachers' feelings towards the task of educational video creation are analyzed. Authors work in the development of tools to support university teachers to carry out this activity following the principles of this sustainability, personalization to the profile of the intended learners and a global conception of the learning materials. The knowledge of teachers' fears and motivation associated to this process is very important to reach the second principle. A content analysis of the posts in a discussion forum about experiences with video creation reveals that though most of the teachers think that their students value positively the use of this kind of educational resources, the great amount of time required to create them does not encourage their use. Besides, they are rather critical of aesthetic aspect of the final products, and reluctant to appear in the audiovisual materials. These opinions are influenced by the urgent adaptation to online learning due to covid-19 pandemic that forced many teachers to record educational videos for the first time in a stressful context. © 2021 ACM.

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