Getting on with life: a qualitative evaluation of an independent living skills education program for people with physical disabilities

Abstract

Background: The Independent Living Movement seeks to promote independence for people living with disabilities by encouraging them to direct their own care. Programs exist that strive to teach individuals the necessary skills to live independently; however, these programs have not been widely researched.

Purpose: The purpose of this paper is to explore alumni perceptions of a long-duration, immersive, independent living program and its influence on community independent living.

Methods: Nine individuals who had previously attended the Gage Transition to Independent Living program in urban Toronto were interviewed to ascertain their perceptions on the program and how it assisted with independent community living, as well as their feedback for program improvement.

Results: Most participants reported a positive impact from the program, and five main themes were developed: (i) referral source and expectations, (ii) perspectives of program and staff, (iii) navigating housing, (iv) benefits to transition and (v) recommendations for program improvement.

Conclusions: Independent living skills education programs seem to have a positive impact on the participants who complete them. Further research should target direct comparisons of program models and effect on quality of life as measured by validated constructs.

IMPLICATIONS FOR REHABILITATION

• Incorporating a life skills component for individuals with physical disabilities can improve their transition to independent living.

• Skills such as self-advocacy, directing attendant services, and completing instrumental activities of daily living are found to be the most efficacious components taught within an independent living skills program.

• Greater awareness of independent living skills educational programs are needed amongst healthcare professionals to inform individuals who could benefit from such interventions.

Keywords:

• Independent living
• disability
• attendants
• life skills
• accessibility

Acknowledgements

The research team would like to acknowledge Diana Kinslickh-Mohamed from Westpark Healthcare Center, for her assistance with participant recruitment and study design. The research team received no financial compensation for conducting this study; however, GTIL did provide remuneration for travel costs incurred by the team. This manuscript is based on a research paper which was in partial fulfillment of the MSc.PT degree program at the University of Toronto.