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dc.contributor.authorMorrice, Linda
dc.date.accessioned2013-08-30T18:24:08Z
dc.date.available2013-12-29T10:00:04Z
dc.date.issued2013-08-30
dc.identifier.urihttp://hdl.handle.net/10464/4951
dc.description.abstractIndividuals with intellectual disabilities (ID) have historically been denied basic rights and thus have been subjected to abuse. The 3Rs: Rights, Respect and Responsibility Human Rights Education Program was implemented and researched through a partnership with Community Living Welland Pelham and Brock University initially and then cascade training on the program was provided to five developmental service sector agencies from across the Niagara Region. This research evaluated the role of the 3Rs education program on the shift to a rights-based service agenda across those five agencies. Interviews were conducted with the Executive Director and Liaison staff from each of the agencies and a thematic analysis was used to describe factors that facilitated organizational changes and a cultural shift. Systemic barriers to the change were also explored. The results indicated that the 3Rs education program provides the catalyst necessary for the shift to a rights-based service agenda and that the resultant changes in practices now embedded in the organizations are reflective of a shift to a rights-based service agenda.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectorganizational changeen_US
dc.subjectintellectual disabilityen_US
dc.subjectrightsen_US
dc.titleRetrospective Exploration of the 3Rs Education Program: Systemic Facilitators and Barriers to Implementationen_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameM.A. Applied Disability Studiesen_US
dc.degree.levelMastersen_US
dc.contributor.departmentCenter for Applied Disability Studiesen_US
dc.degree.disciplineFaculty of Social Sciencesen_US
dc.embargo.terms4 Monthsen_US
refterms.dateFOA2021-08-08T01:57:12Z


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