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This article explores the possible influence of past practices of institutionalization on the attitudes and beliefs of groups of beginning teachers who are considering their professional responsibilities in relation to the inclusion of all children with a disability in regular classes in New Zealand. During principal lectures in 2015 and 2016 about social norms, educational inclusion and disability rights, beginning teachers were asked to provide responses to three questions about their knowledge of Tokanui Hospital, a large institution that served the Waikato Region between 1912 and 1997. Two thirds of those who responded, many under the age of 25, indicated no knowledge of the institution. However, one third responded that they knew at least something of Tokanui and how the institution operated. Some included comments about what they knew. These suggest that the legacy of past practices of institutional committal of people with a disability in this country may influence at least some beginning teachers' beliefs about inclusive practices in ways that may need more consideration within initial teacher training programmers. While more information about this aspect of our history is now available, concerted efforts to find and disseminate a wider range of stories about these experiences are needed.

AbstractIntroductionInadequate community and stakeholder engagement can lead to accusations that research is unethical and can delay or slow research or translation of results to practice. Such experiences have led major funders as well as regulatory and advisory bodies to establish minimal requirements for community and stakeholder engagement in HIV and other clinical research. However, systematic efforts to formally evaluate the contributions and impact of particular practices are lacking.MethodsA theory of change framework aligned with Good Participatory Practice for TB clinical trials was used to develop a set of measures for use in a minimally burdensome survey of trial implementing sites. The survey was pre‐piloted with three TB trial sites in North America, South America and Asia to assess the feasibility of surveying global research sites in a systematic way, and to see if the measures captured informative variation in the use of engagement strategies and desired outcomes. Surveys were conducted at baseline and six months. In‐depth interviews were conducted with site staff prior to the baseline survey to understand how sites conceptualized the concepts underlying the framework and the extent to which they viewed their work as aligned with the framework.ResultsSurvey measures captured considerable variability in the intensity and variety of engagement strategies, both across sites and within sites over time, and moderate variability in outcomes. Interviews indicated that underlying concepts were often unfamiliar to staff at baseline, but the goals of engagement aligned well with existing values.ConclusionsBrief, targeted surveys of trial sites to characterize use of broad strategies, specific practices and some outcomes are a feasible option for evaluating good participatory practice. Additional testing is warranted to assess and enhance validity, reliability and predictive value of indicators. Options for collecting outcome measures through additional objective means should be explored.

Good Participatory Practice Guidelines for TB Drug Trials (GPP-TB) were issued in 2012, based on similar guidelines for HIV prevention and reflecting growing acceptance of the importance of community engagement and participatory strategies in clinical research. Though the need for such strategies is clear, evaluation of the benefits and burdens are needed. Working with a diverse group of global TB stakeholders including advocates, scientists, and ethicists, we used a Theory of Change approach to develop an evaluation framework for GPP-TB that includes a clearly defined ethical goal, a set of powerful strategies derived from GPP-TB practices for achieving the goal, and outcomes connecting strategies to goal. The framework is a first step in systematically evaluating participatory research in clinical trials.

With contributions from distinguished authors in 14 countries across 5 continents, this book provides a unique transnational perspective on intellectual disability in the twentieth century. Each chapter outlines different policies and practices, and details real-life accounts from those living with intellectual disabilities to illustrate their impact of policies and practices on these people and their families. Bringing together accounts of how intellectual disability was viewed, managed and experienced in countries across the globe, the book examines the origins and nature of contemporary attitudes, policy and practice and sheds light on the challenges of implementing the UN Convention on the Rights of Persons with Disabilities (UNCPRD)

Wide-ranging, authoritative and grounded in the expertise of people with intellectual disabilities, this book offers an authentic account of the challenges those with intellectual disabilities face in their relationships and sex lives across the globe and explores what society needs to do to respect their rights