The Technological Icebreaker of Gdynia

Model organizacyjny

People with intellectual disabilities are very often at risk of being isolated from the rest of the society. It is also common to underestimate their developmental capabilities while focusing on their limitations. Insufficient stimulation from their environment derails their ability to lead independent and active lives and results in over-dependence on caregivers. Adults with severe intellectual disabilities meet their peers only when they stay in institutions such as schools or Occupational Therapy Workshops. This is due to, among other things, their inability to commute independently and their caregivers being overworked. People with intellectual disabilities are also an excluded group as far as new technologies are concerned. According to the literature on the subject, this is "because people with intellectual disabilities do not receive training on how to make their own choices and be independent. They become often over-polite, come across as fake in their bahavior, lost in the world they live in. Actions that restrict their autonomy and self-reliance consist of limiting their activities, not taking into account their abilities and personal, professional or social aims".

The Technological Icebreaker of Gdynia is an educational model that supports self-reliance, use of public transport and social integration of people with intellectual disabilities based on the use of new technologies. The innovation involves teaching people with intellectual disabilities how to use a smartphone or smartphone apps in order for them to be able to communicate with each other and commute by themselves. The model takes into account the needs, abilities, fears and concerns of their parents and caregivers. At the same time, it is a new tool to increase the independence of people with intellectual disabilities. It can be used by professionals who work with them on a daily basis, i.e. teachers in special schools, therapists in occupational therapy workshops and community self-help homes. The model takes also into consideration how to interact with the local community. Key elements of this educational model include: A promotional video showing why it is important to support the self-reliance of people with severe intellectual disabilities in cities and their use of generally available smartphone apps Workshop plans, a model map and tutorials Recommendations resulting from the innovation trial, posted on http://www.gltgdynia.pl, providing answers to the questions: What would help? What equipment and applications were used and how did we use them in the project? How to talk to parents and professionals? How to conduct the entire process? How can parents/caregivers be supported during the process of making their adult children more independent? The model has been developed together with a group of young adults with severe intellectual disabilities. These individuals were invited to an expert panel to identify the barriers that hinder their independence, autonomy and improvement of their quality of life. After obtaining the consent of the parents, selected apps were tested by these young people in the city of Gdynia and were used as 'aids' to support the independence and to expand the autonomy of people with intellectual disabilities.

Youth and adults with severe intellectual disabilities Caregivers and parents of these people Professionals working with people with severe intellectual disabilities in special schools, Occupational Therapy Workshops, residential nursing homes, community self-help homes or supported housing.

Special schools Occupational Therapy Workshops Community self-help homes Managers of supported housing Relatives of people with intellectual disabilities

A promotional video Workshop plans A model map Tutorials Recommendations resulting from the innovation tests, posted on http://www.gltgdynia.pl

As a result of the workshops conducted during the innovation trial, all participants acquired new digital competences and started to use the smartphone independently. They learned how to make calls and take pictures. We were surprised at how popular WhatsApp has become and how versatile its use was, both to communicate with only one person and within the whole group. Another unplanned outcome was a sudden increase in motivation in people with intellectual disabilities to read and write independently.

Tak

Caregivers of people with intellectual disabilities Professionals supporting people with severe intellectual disabilities in special schools, in Occupational Therapy Workshops, residential nursing homes, community self-help homes and/or supported housing.

A smartphone with Internet access Maps Apps such as: WhatsApp, YouTube, FamilyLink Workshop plans

Grupa nieformalna

Inkubator pomysłów [2020-23]