Iva Strnadová
Dados Biográficos
| ID | 370659 |
|---|---|
| NOME | Iva Strnadová |
| PRENOMES | Iva |
| SOBRENOME | Strnadová |
| ASSINATURA | STRNADOVÁ I |
| AFILIAÇÕES | UNSW Sydney |
| ORCID | 0000-0002-8513-5400 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 35 |
| TOTAL DE CITAÇÕES | 50 |
| TOTAL COMO AUTOR | 35 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2014 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 4 |
Co‐Producing a Patient Reported Experience Measure (PREM) With and for People With Intellectual Disability
BACKGROUND: Patient reported experience measures (PREMs) are widely used as key indicators of value in healthcare towards improved services but are rarely applied among people with intellectual disability. Incorporating the experiences of people with intellectual disability in PREMs data is vital as this group often encounter poor healthcare access and outcomes. This study reports the coproduction of accessible PREMs for people with intellectual …
Stakeholder Perceptions of the School Vaccination Program in Special Schools for Adolescents With Intellectual and Developmental Disability
BACKGROUND: Adolescents with intellectual and developmental disability (IDD) are reported to have lower uptake of routine vaccines than their peers. Little research has explored stakeholders' perceptions and support of school-based vaccinations for this population in NSW, Australia. METHODS: Focus groups and interviews were conducted with four stakeholder groups involved in the vaccination program in special education schools in New South Wales, …
Co‐Producing Patient‐Reported Experience Measures With People With Intellectual Disability to Improve Healthcare Quality and Outcomes
INTRODUCTION: Intellectual disability, defined by significant limitations in both intellectual functioning and adaptive behaviour with onset during the developmental period, affects an estimated 2% (108 million) of people worldwide. People with intellectual disability experience major health inequity, poor health outcomes and premature deaths, with mortality rates that are 7-12 times higher than the general population. Patient-reported experience…
Working together with people with intellectual disability to make a difference
Introduction Cervical cancer is one of the most preventable cancers yet remains a disease of inequity for people with intellectual disability, in part due to low screening rates. The ScreenEQUAL project will use an integrated knowledge translation (iKT) model to co-produce and evaluate accessible cervical screening resources with and for this group. Methods Stage 1 will qualitatively explore facilitators and barriers to screening participation fo…
Exploring the external development assets of student well-being at secondary schools in Bangladesh
“Sometimes it feels like we are puppets, here to listen to but not speak”
Well-being commonly refers to the concept that equates to a good life. What constitutes a good life at school for students has emerged as an important education agenda over time due to its wide-reaching benefits. However, there is a limited understanding of the well-being experiences of children from diverse cultures and countries, particularly from the Global South, such as Bangladesh. This paper presents findings from a qualitative study among …
The need for co-educators to drive a new model of inclusive, person-centred and respectful co-healthcare with people with intellectual disability
The need for co-educators to drive a new model of inclusive, person-centred and respectful co-healthcare with people with intellectual disability
How Do Bangladeshi Secondary School Students Conceptualise Well-Being in School
Epic-CP pilot trial
In children with cerebral palsy (CP), there is evidence that social determinants of health contribute to poorer health outcomes and are barriers to families accessing health services. In the general paediatric population, there is emerging evidence that clinical pathways for the systematised identification and referral of unmet social can support families to address their social needs. The objectives of this Australian pilot are to investigate th…
A qualitative study investigating the experiences of unmet social needs for children with cerebral palsy and their families
There is a social gradient between the unmet needs of an individual with cerebral palsy (CP) and their health and wellbeing outcomes. To date, research has not explored the experience of unmet social needs for children with cerebral palsy and their families and how they may impact their lives. Our study sought to address this knowledge gap through qualitative research methods. Our aim was to understand the experiences of unmet social needs for fa…
Is There Anything Else You’d Like to Tell Us About Your Experience?’ Orientations Towards Listening to Open-Ended Survey Responses
While survey research design tends to prioritise closed questions with predetermined responses, many surveys conclude with an open-ended ‘anything else you would like to tell us?’ question. This question, designed to elicit feedback or create opportunities for respondents to share additional information, offers significant potential for insight into respondents’ experiences. Yet, the extent to which these open-ended data are listened to remains o…
Primary to high school transition planning for students with disability
Supporting students with complex needs living in rural and regional New South Wales
Historically, students attending school in rural and regional New South Wales have experienced poorer outcomes than their peers attending metropolitan schools. The lack of coordinated support services for students with complex support needs compounds this issue. Wraparound models of support have been successful in improving outcomes for students with complex support needs, and the New South Wales government has prioritised the establishment of st…
What Constitutes Student Well-Being
Supporting students with disability to improve academic, social and emotional, and self-determination and life-skills outcomes
The implementation of evidence-based practices by teachers is critical to improving outcomes for students with disability. Whilst existing reviews have identified evidence-based practices, these reviews themselves have yet to be synthesised to determine which evidence-based practices are most universal across international literature, and how they are implemented in different school environments with diverse populations of students with disabilit…
Scoping review on sex education for high school-aged students with intellectual disability and/or on the autism spectrum
Sex education is critical for the development of healthy sexual identity and relationships. However, students with intellectual disability and/or on the autism spectrum often receive less holistic sex education in comparison to their neurotypical counterparts. A scoping review was undertaken to determine parents’, teachers’ and students’ perspectives, attitudes and experiences related to sex education for high school-aged students with intellectu…
The Sexual and Reproductive Health and Rights of Young People with Intellectual Disability
Leading schools for specific purposes
Schools for specific purposes (SSP) are and have been a significant feature of the education ecosystem since the roll out of mass schooling in Australia and elsewhere. SSPs serve some of the most vulnerable and disadvantaged communities. While their social and emotional worth to their communities (students, educators, families) is rarely questioned, the role of SSP in the pursuit of equity and inclusivity remains contested. This has significant i…
Sex Education for Students with an Intellectual Disability
Background: Sex education assists students in the development of a healthy sexual identity and relationships. However, students with an intellectual disability tend to receive less holistic sex education as compared to students without a disability. In this inclusive study, we explored the perspectives of 10 high school teachers through interviews and focus groups on how students with an intellectual disability are informed about sexual relations…
Teacher beliefs about evidence-based practice
Co-Design of a Neurodevelopment Assessment Scale
Neurodevelopmental disorders are a heterogeneous group of conditions with overlapping symptomatology and fluctuating developmental trajectories that transcend current diagnostic categorisation. There is a need for validated screening instruments which dimensionally assess symptomatology from a holistic, transdiagnostic perspective. The primary aim is to co-design a Neurodevelopment Assessment Scale (NAS), a user-friendly transdiagnostic assessmen…
(How) Will it end? A qualitative analysis of free-text survey data on informal care endings
The health and social ‘after-effects’ of caring are well established, yet the way carers experience pathways out of caring remains under-researched. In this article, we analyse qualitative free-text responses ( n = 1,746) from a national survey of Australian carers to explore current and former carers’ concerns, opportunities and preferences around care endings. Our thematic analysis derived three key findings: (1) anticipation and fears for the …
Working together is like a partnership of entangled knowledge’
While there have been significant developments in the field of inclusive research with people with learning disabilities, there is limited knowledge about the ways inclusive research teams have conducted participatory data analysis. The authors argue this is inherently tied to the sensitivities involved in the inclusive research process. In this article, we present the experiences of two inclusive research teams (from the UK and Australia) who de…
Teacher assistants working with students with disability
There is much research into teachers’ workplace wellbeing, but very little research investigating teacher assistants’ wellbeing in the workplace – especially those who work in classrooms where students with a disability are present. Research among teachers has identified adaptability as a key to their workplace wellbeing. Following this research, among a sample of 128 teacher assistants who work in classrooms where students with a disability are …
Benefits and limits of peer support for mothers with intellectual disability affected by domestic violence and child protection
It is established that parents with intellectual disability raise their children in conditions of severe socio-economic disadvantage, increasing the risk of child removal. Peer support can help vulnerable and isolated families engage with social services and assist parents to navigate the child protection system. Despite this, little is known about the experience of peer support for parents with intellectual disability. An inclusive research stud…
Voices of university students with disabilities
Twenty-four university students with disabilities were interviewed about their experiences studying at Czech universities. The interviews were analysed using the grounded theory approach. The most commonly experienced barriers faced by these students were institutional barriers, attitudinal barriers, and disability-specific barriers. The types of support mentioned by the students included family support, peer support, and support provided by assi…
Whose responsibility? Resilience in families of children with developmental disabilities
Families with children with disabilities are at higher risk of stress, financial disadvantage and breakdown. In recent decades, research and policy have shifted focus from these problems to a strengths-based approach, using concepts such as family resilience. By definition, resilience is the ability to cope in adverse circumstances, suggesting a reliance on the individual. If this is the case, then to what extent does ‘family resilience’ place an…
Diverse faces of inclusive research
Inclusive research has become an increasing focus of research with people with disabilities, particularly people with intellectual disabilities. In this paper the authors argue that this generalized term covers a range of different approaches to including people with intellectual disabilities in research. Based on three case studies in which the authors were academic researchers the paper explores different approaches to inclusive research, raise…
Benefits and limits of peer support for mothers with intellectual disability affected by domestic violence and child protection
It is established that parents with intellectual disability raise their children in conditions of severe socio-economic disadvantage, increasing the risk of child removal. Peer support can help vulnerable and isolated families engage with social services and assist parents to navigate the child protection system. Despite this, little is known about the experience of peer support for parents with intellectual disability. An inclusive research stud…
Sex Education for Students with an Intellectual Disability
Background: Sex education assists students in the development of a healthy sexual identity and relationships. However, students with an intellectual disability tend to receive less holistic sex education as compared to students without a disability. In this inclusive study, we explored the perspectives of 10 high school teachers through interviews and focus groups on how students with an intellectual disability are informed about sexual relations…
She will know that her mother’s doing something for her’
This article explores the experiences of women with intellectual disabilities in becoming a mother. The presented findings are from a grounded theory research study with 19 women with intellectual disabilities from the Czech Republic. The findings are organised around external and internal factors affecting the women’s assumption of the mother identity, with the most prominent being poverty of the participating mothers, negative attitudes towards…
Working together is like a partnership of entangled knowledge’
While there have been significant developments in the field of inclusive research with people with learning disabilities, there is limited knowledge about the ways inclusive research teams have conducted participatory data analysis. The authors argue this is inherently tied to the sensitivities involved in the inclusive research process. In this article, we present the experiences of two inclusive research teams (from the UK and Australia) who de…
Mobile technology in inclusive research
Inclusive research is an accepted approach when conducting research about individuals with disabilities. No studies have been published to date on using mobile technology to support people with intellectual disabilities as researchers. An inclusive research team of researchers with intellectual disabilities and academic researchers used mobile technology to support research skill acquisition. They conducted 15 joint research training sessions, fo…
Supporting students with disability to improve academic, social and emotional, and self-determination and life-skills outcomes
The implementation of evidence-based practices by teachers is critical to improving outcomes for students with disability. Whilst existing reviews have identified evidence-based practices, these reviews themselves have yet to be synthesised to determine which evidence-based practices are most universal across international literature, and how they are implemented in different school environments with diverse populations of students with disabilit…
Teacher assistants working with students with disability
There is much research into teachers’ workplace wellbeing, but very little research investigating teacher assistants’ wellbeing in the workplace – especially those who work in classrooms where students with a disability are present. Research among teachers has identified adaptability as a key to their workplace wellbeing. Following this research, among a sample of 128 teacher assistants who work in classrooms where students with a disability are …
Students with autism transitioning from primary to secondary schools
The transition from primary to high school can be a challenging process for students with autism spectrum disorder (ASD). During this time, research-based practices like home–school collaboration are crucial in facilitating a smoother transition. However, existing research indicates that the transition from primary to high school is a period of anxiety and reduced support for students with ASD and their families. This article describes the experi…
IPads as instructional tools to enhance learning opportunities for students with developmental disabilities
This study details an action research project completed by an Information and Communications Technology Integration Coordinator and a team of five teachers, supported by the university partners as consultants. The project focused on the process and outcomes of the introduction of iPad technology to support students with developmental disabilities at a private high school in Sydney. The data were analyzed using the inductive content analysis appro…
Diverse faces of inclusive research
Inclusive research has become an increasing focus of research with people with disabilities, particularly people with intellectual disabilities. In this paper the authors argue that this generalized term covers a range of different approaches to including people with intellectual disabilities in research. Based on three case studies in which the authors were academic researchers the paper explores different approaches to inclusive research, raise…
Mobile technology in inclusive research
Inclusive research is an accepted approach when conducting research about individuals with disabilities. No studies have been published to date on using mobile technology to support people with intellectual disabilities as researchers. An inclusive research team of researchers with intellectual disabilities and academic researchers used mobile technology to support research skill acquisition. They conducted 15 joint research training sessions, fo…
Whose responsibility? Resilience in families of children with developmental disabilities
Families with children with disabilities are at higher risk of stress, financial disadvantage and breakdown. In recent decades, research and policy have shifted focus from these problems to a strengths-based approach, using concepts such as family resilience. By definition, resilience is the ability to cope in adverse circumstances, suggesting a reliance on the individual. If this is the case, then to what extent does ‘family resilience’ place an…
IPads as instructional tools to enhance learning opportunities for students with developmental disabilities
This study details an action research project completed by an Information and Communications Technology Integration Coordinator and a team of five teachers, supported by the university partners as consultants. The project focused on the process and outcomes of the introduction of iPad technology to support students with developmental disabilities at a private high school in Sydney. The data were analyzed using the inductive content analysis appro…
Voices of university students with disabilities
Twenty-four university students with disabilities were interviewed about their experiences studying at Czech universities. The interviews were analysed using the grounded theory approach. The most commonly experienced barriers faced by these students were institutional barriers, attitudinal barriers, and disability-specific barriers. The types of support mentioned by the students included family support, peer support, and support provided by assi…
Students with autism transitioning from primary to secondary schools
The transition from primary to high school can be a challenging process for students with autism spectrum disorder (ASD). During this time, research-based practices like home–school collaboration are crucial in facilitating a smoother transition. However, existing research indicates that the transition from primary to high school is a period of anxiety and reduced support for students with ASD and their families. This article describes the experi…
Young People Transitioning from Juvenile Justice to the Community
This study investigated the collaborative transition process for youth incarcerated for three or more months in New South Wales (‘NSW’) juvenile justice facilities. Qualitative methodology was employed to analyse interviews conducted with staff from both the education and juvenile justice systems in NSW to determine how the agencies involved with the transition planning for incarcerated youth collaborate. The study also aimed to determine the rol…
Systems barriers to community re-entry for incarcerated youths
The added value of inclusive research
BACKGROUND: The study asks when does inclusive research add value? The authors argue that this is important, given the additional time and cost of co-researching with people with intellectual disabilities. The study is situated in debates about a "second generation" of inclusive research which advocates focussing more on outcomes than process. The authors argue that this is premature, rather the authors propose that inclusive research is valuable…
She will know that her mother’s doing something for her’
This article explores the experiences of women with intellectual disabilities in becoming a mother. The presented findings are from a grounded theory research study with 19 women with intellectual disabilities from the Czech Republic. The findings are organised around external and internal factors affecting the women’s assumption of the mother identity, with the most prominent being poverty of the participating mothers, negative attitudes towards…
Teacher assistants working with students with disability
There is much research into teachers’ workplace wellbeing, but very little research investigating teacher assistants’ wellbeing in the workplace – especially those who work in classrooms where students with a disability are present. Research among teachers has identified adaptability as a key to their workplace wellbeing. Following this research, among a sample of 128 teacher assistants who work in classrooms where students with a disability are …
Benefits and limits of peer support for mothers with intellectual disability affected by domestic violence and child protection
It is established that parents with intellectual disability raise their children in conditions of severe socio-economic disadvantage, increasing the risk of child removal. Peer support can help vulnerable and isolated families engage with social services and assist parents to navigate the child protection system. Despite this, little is known about the experience of peer support for parents with intellectual disability. An inclusive research stud…
Teacher beliefs about evidence-based practice
Co-Design of a Neurodevelopment Assessment Scale
Neurodevelopmental disorders are a heterogeneous group of conditions with overlapping symptomatology and fluctuating developmental trajectories that transcend current diagnostic categorisation. There is a need for validated screening instruments which dimensionally assess symptomatology from a holistic, transdiagnostic perspective. The primary aim is to co-design a Neurodevelopment Assessment Scale (NAS), a user-friendly transdiagnostic assessmen…
(How) Will it end? A qualitative analysis of free-text survey data on informal care endings
The health and social ‘after-effects’ of caring are well established, yet the way carers experience pathways out of caring remains under-researched. In this article, we analyse qualitative free-text responses ( n = 1,746) from a national survey of Australian carers to explore current and former carers’ concerns, opportunities and preferences around care endings. Our thematic analysis derived three key findings: (1) anticipation and fears for the …
Working together is like a partnership of entangled knowledge’
While there have been significant developments in the field of inclusive research with people with learning disabilities, there is limited knowledge about the ways inclusive research teams have conducted participatory data analysis. The authors argue this is inherently tied to the sensitivities involved in the inclusive research process. In this article, we present the experiences of two inclusive research teams (from the UK and Australia) who de…
Scoping review on sex education for high school-aged students with intellectual disability and/or on the autism spectrum
Sex education is critical for the development of healthy sexual identity and relationships. However, students with intellectual disability and/or on the autism spectrum often receive less holistic sex education in comparison to their neurotypical counterparts. A scoping review was undertaken to determine parents’, teachers’ and students’ perspectives, attitudes and experiences related to sex education for high school-aged students with intellectu…
The Sexual and Reproductive Health and Rights of Young People with Intellectual Disability
Leading schools for specific purposes
Schools for specific purposes (SSP) are and have been a significant feature of the education ecosystem since the roll out of mass schooling in Australia and elsewhere. SSPs serve some of the most vulnerable and disadvantaged communities. While their social and emotional worth to their communities (students, educators, families) is rarely questioned, the role of SSP in the pursuit of equity and inclusivity remains contested. This has significant i…
Sex Education for Students with an Intellectual Disability
Background: Sex education assists students in the development of a healthy sexual identity and relationships. However, students with an intellectual disability tend to receive less holistic sex education as compared to students without a disability. In this inclusive study, we explored the perspectives of 10 high school teachers through interviews and focus groups on how students with an intellectual disability are informed about sexual relations…
Primary to high school transition planning for students with disability
Supporting students with complex needs living in rural and regional New South Wales
Historically, students attending school in rural and regional New South Wales have experienced poorer outcomes than their peers attending metropolitan schools. The lack of coordinated support services for students with complex support needs compounds this issue. Wraparound models of support have been successful in improving outcomes for students with complex support needs, and the New South Wales government has prioritised the establishment of st…
What Constitutes Student Well-Being
Supporting students with disability to improve academic, social and emotional, and self-determination and life-skills outcomes
The implementation of evidence-based practices by teachers is critical to improving outcomes for students with disability. Whilst existing reviews have identified evidence-based practices, these reviews themselves have yet to be synthesised to determine which evidence-based practices are most universal across international literature, and how they are implemented in different school environments with diverse populations of students with disabilit…
Working together with people with intellectual disability to make a difference
Introduction Cervical cancer is one of the most preventable cancers yet remains a disease of inequity for people with intellectual disability, in part due to low screening rates. The ScreenEQUAL project will use an integrated knowledge translation (iKT) model to co-produce and evaluate accessible cervical screening resources with and for this group. Methods Stage 1 will qualitatively explore facilitators and barriers to screening participation fo…
Psychology (28 obras) · Political science (18 obras) · Sociology (17 obras) · Disability Rights and Representation (15 obras) · Medicine (15 obras) · Family and Disability Support Research (13 obras) · Intellectual disability (13 obras) · Social Psychology (13 obras) · Disability Education and Employment (11 obras) · Pedagogy (11 obras)