Journal of Intellectual Disabilities最新文献

Background: Adults with learning disabilities and autistic adults in England face significantly higher rates of premature mortality, 22 years earlier for those with learning disabilities and over 6 years earlier for autistic adults. Barriers to healthcare access contribute to missed diagnoses and treatments. There, the aim of this review was: What are the barriers and facilitators to healthcare appointment attendance for adults with learning disabilities and autistic adults in England? Methods: A systematic search across ten databases (March 2023; updated June 2024) identified 1,727 papers. Studies were included if they reported qualitative evidence on clinical appointment accessibility for autistic adults or adults with learning disabilities in England. Fifteen studies were included and critically appraised. Findings were synthesised using Joanna Briggs Institute meta-aggregation and interpreted through a socio-ecological lens. Findings and Conclusions: Facilitators included flexible booking systems, positive healthcare professional attitudes, and the ability to develop a positive and trusting relationship between HCPs and the person they were supporting. Barriers existed at individual, relational, organisational, and policy levels, including poor communication, inadequate appointment systems, and lack of professional knowledge. Recommendations include enhanced staff training, use of liaison nurses, flexible appointment systems, and accessible communication. Policy and structural changes are needed, though further evaluation of their impact is essential.

Provision of long-term care to persons with intellectual and developmental disabilities (IDDs) can place continuous emotional and physical demands on carers, often leading to fatigue or stress. This qualitative exploratory study examined the experiences of 12 formal carers who provide daily support to individuals with IDDs in the Central Region of Ghana. Using semi-structured interviews and reflexive thematic analysis, the study identified three interconnected themes: meaning-making and growth in caregiving, emotional and structural burdens of care, and resilience through adaptive strategies. Carers described fulfilment, joy, and personal growth in witnessing the progress and potential of individuals with IDDs. However, they also reported significant challenges, including stress, frustration, exposure to aggressive behaviours, and inadequate parental or institutional support. Despite these obstacles, carers adopted coping mechanisms such as faith-based practices, peer interaction, and recreational activities to maintain emotional balance. The findings bring out caregiving as both rewarding and demanding in Ghana.

This case series study examined the feasibility of implementing a Nordic Walking (NW) program as part of the physical activity routine in day centers for adults with intellectual disabilities, with the aim of enhancing physical fitness. Nine adults (eight males, one female; mean age = 43.67 ± 10.39 years) with intellectual disabilities participated in the study. Baseline data were collected at three time points prior to a 12-week intervention, during which NW sessions were conducted and fitness assessments were administered every four weeks. Physical fitness was evaluated using the Six-Minute Walk Test (aerobic capacity), the Standing Long Jump (muscular strength), and the Sit and Reach test (flexibility). All participants completed the 12-session intervention without adverse events. However, session duration was limited to 15 minutes, as longer sessions were not well tolerated by some participants. The walking intensity elicited a heart rate response corresponding to 60-70% of estimated maximal heart rate, which remained consistent throughout the intervention. Most participants demonstrated improvements in physical fitness parameters. These findings suggest that NW is a feasible and potentially beneficial activity for promoting physical activity and reducing sedentary behavior among adults with intellectual disabilities in day center settings. Further research is warranted to identify strategies for safely increasing session intensity and duration to optimize outcomes.

People with intellectual disabilities face challenges related to health, including those associated with food and eating behaviour. Participation and inclusion are closely linked to health and wellbeing, and relate to people's equal value, autonomy and integrity. Improving cooking skills as well as social and communicative competences by cooking food together and having shared meals might make a major contribution to good health. The aim of this qualitative study was to explore cooking together by people with intellectual disabilities and staff at a daily activity centre in Sweden using interviews, observations, a focus group and a digital diary. Six themes were identified: Clear, simple and a flexible approach; Courage and curiosity; Cooking as learning; Participation through cooperation; Building relationships and competences; Pride and joy. Cooking and eating together have major implications not only for learning about food, but also for promoting health, well-being, participation, and inclusion.

Background: This study aimed to evaluate a multi-component anxiety management programme for individuals with intellectual disability, focusing on its feasibility, acceptability, and effectiveness in supporting development of self-management skills and reducing anxiety. Design: A mixed methods quasi-experimental design was used, with participants recruited and allocated to either the anxiety intervention or treatment as usual group (TAU). Participants' anxiety symptoms and quality of life were measured at baseline, midpoint and 20 week follow up. Qualitative feedback was collected through interviews with participants and clinicians. Results: High engagement levels demonstrated intervention acceptability, with strong retention rates highlighting feasibility. Participants in the intervention group reported improvements in self-management skills with quantitative data suggesting small reductions in anxiety symptoms compared to TAU. Conclusion: The findings provide promising preliminary evidence for the interventions feasibility, acceptability and its potential to reduce anxiety symptoms. However, its potential value in supporting anxiety self-management remains to be fully tested.

This study examines the functional literacy, reading habits, and internet use of young people and adults with intellectual disabilities, focusing on their role in job-seeking behaviours. Employing an online survey, 57 participants reported moderate functional literacy, driven by basic communication tasks but limited in complex competencies like financial transactions. Reading frequency was medium-low, with a preference for digital formats, while job-seeking activities were generally low and passive. Correlational analyses identified a strong relationship between higher reading frequency and active job seeking. Gender disparities revealed lower employment-seeking engagement among women. The findings highlight the need for targeted interventions, promoting functional and digital literacy alongside strategies for equitable labour market inclusion. Practical implications include developing adaptive reading materials, fostering digital competencies, and addressing systemic barriers to employment for people with intellectual disabilities, especially women. This work contributes to understanding key factors influencing social and occupational integration for this population.

Background: Although disability rights have expanded, ageing continues to impose relational and structural barriers that restrict self-determination among older adults with intellectual disabilities, especially in Latin American contexts. Method: This study explored the experiences of self-determination among older adults with intellectual disabilities living in community settings in Chile. A qualitative, exploratory design was applied. Semi-structured interviews were conducted with 105 participants aged 45-85 years from family homes, day centers, and supported living programs. Data were analysed using reflexive thematic analysis guided by the Theory of Causal Agency. Results: Participants reported highly variable opportunities for daily decision-making. Respectful listening, communicative accessibility, and flexible supports fostered emotional well-being and motivation, while rigid routines, overprotection, and communication barriers constrained autonomy. Conclusions: Self-determination in later life is relationally and structurally mediated. Strengthening individualized, consistent decision-making opportunities is essential to promote dignity, agency, and social inclusion among ageing adults with intellectual disabilities.

Youth with intellectual disability and autism spectrum disorder increasingly access postsecondary education in many countries around the world. To ensure students are ready to access these options, preparation for postsecondary education must be part of their transition services. This study examines the postsecondary education preparation experiences of youth with intellectual disability and autism using the National Longitudinal Transition Study 2012 dataset to identify the extent to which these youth are accessing preparation activities and if this preparation differs from youth in other groups. Findings indicate few differences between the postsecondary education preparation of youth with intellectual disability and autism and autism without intellectual disability but highlight substantial differences in several preparation activities when compared with youth in other groups.

Decades of research indicate social support is vital for retaining teachers. However, little is known about social support for teachers serving students with extensive support needs. The purpose of this study was to explore whether collective social assets (administrative support, colleague support, paraeducator support, school culture) were associated with retaining special education teachers (SETs) who serve students with extensive support needs (e.g., intellectual disability, autism). Stepwise regression analyses and Analysis of Variance (ANOVA) were used to analyze survey data from SETs across the United States. Results showed that positive social supports are critical, and teachers serving students with autism reported the highest levels of social support in three of the four social assets categories. Implications for future research and practice are discussed, as well as a need to promote and better understand positive school culture as this variable weighed heavily across SETs.

This study explores Universal Design for Learning (UDL) and Game-Based Learning (GBL) to promote the inclusion of secondary school students with intellectual disabilities. Through qualitative methods, including participant observation and post-workshop interviews, the impact of these methodologies was assessed on 31 students, including 5 with intellectual disabilities. The findings highlight how these methodologies enhance accessibility, motivation, and learning outcomes, developing narrative skills and fostering creativity. Challenges in curriculum integration and active student participation are also addressed. This study underscores the transformative potential of UDL and GBL in inclusive education, significantly improving the educational experience for students of varying abilities.