Independence of people with intellectual disabilities in the preparation of meals by recipe

Osebe z motnjami v duševnem razvoju zaradi nižjih intelektualnih sposobnosti in pomanjkljivo razvitih prilagoditvenih spretnosti med drugim težje usvajajo akademske in praktične veščine, kar posledično vpliva na njihovo zmanjšano stopnjo samostojnosti. Eden izmed vidikov samostojnosti je prehranjevanje, ki ni zgolj zadovoljevanje bioloških potreb, ampak vsebuje tudi socialni vidik, saj prek druženja ob hrani in obiska restavracije ljudje gradimo socialne odnose. Za samostojno pripravo hrane po receptu mora oseba z motnjami v duševnem razvoju sistematično razviti pismenost in prehransko pismenost. Zaradi značilnosti, ki zaznamujejo osebe z motnjami v duševnem razvoju, je treba recept zapisati po zakonitostih in merilih lahkega branja ter prilagoditi tako oblikovno podobo kot tudi jezikovno izražanje. Prek raziskave, v katero je bilo vključenih pet oseb z motnjami v duševnem razvoju, smo ugotavljali, katere spretnosti osebe obvladajo in kje potrebujejo več podpore. Stopnjo samostojnosti smo ocenili pred in po izvedenih delavnicah. Rezultati so pokazali, da so posamezniki po izvedenih delavnicah bolj natančno sledili receptu, bolj spretno rokovali s kuhinjskimi pripomočki, se bolj samostojno pripravili na kuhanje in na koncu delovni prostor samoiniciativno pospravili. Povečal se je tudi interes za kuhanje. V nasprotju s tem pa napredka ni bilo opaziti pri branju, prilagajanju recepta glede na število oseb in nastavljanju časovnika na pečici, kar nakazuje na pomembnost bolj kontinuiranega in longitudinalnega dela. Ob upoštevanju želja, značilnosti, predznanja in spretnosti sodelujočih pri delavnicah smo pripravili knjižico z recepti v lahkem branju in jo uporabili kot pripomoček za opazovanje samostojnosti oseb z motnjami v duševnem razvoju pri pripravi hrane. Knjižica bo na voljo specialnim in rehabilitacijskim pedagogom, staršem, učiteljem in drugim strokovnim delavcem, ki se v svojem življenju in pri svojem delu srečujejo z osebami s težavami na področju branja.People with intellectual disabilities, among other things, find it more difficult to acquire academic and practical skills, due to lower intellectual abilities and insufficiently developed adaptive skills, which consequently affects their reduced level of independence. One of the aspects of independence is nutrition, which is not only satisfying biological needs, but also contains a social aspect, because through socializing over food and visiting a restaurant, people build social relationships. For self-preparation of food according to a recipe, a person with intellectual disabilities must systematically develop literacy and nutritional literacy. Due to the characteristics that are typical for people with intellectual disabilities, the recipe must be written according to the laws and criteria of easy reading, and both the form image and the linguistic expression must be adapted. Through a survey involving five people with intellectual disabilities, we found out which skills a person is mastering and where they need more support. The level of independence was assessed before and after the workshops. The results showed that after the workshops, individuals followed the recipe more precisely, handled kitchen utensils more skilfully, prepared for cooking more independently and, in the end, tidied up the workspace on their own initiative. Interest in cooking has also increased. In contrast, no progress was observed in reading, adjusting the recipe according to the number of persons, and setting the timer on the oven, suggesting the importance of more continuous and longitudinal work. Considering the wishes, characteristics, prior knowledge, and skills of participants in the workshops, we prepared a pamphlet with recipes in easy reading and used it as a tool to observe the independence of people with intellectual disabilities in food preparation. The pamphlet will be available to special and rehabilitation pedagogues, parents, teachers and other professionals who encounter people with reading difficulties in their lives and work