{"title":"Understanding Intellectual Disabilities: Historical Perspectives, Current Practices, and Future Directions (Third Edition) Eds: Stephen B Richards, Michael P Brady and Ronald L Taylor Routledge, 2025, 422pp ISBN: 978-1-032-36903-7 (PBK) Cost: £55.99 (PBK)","authors":"Simon Jarrett","doi":"10.1111/bld.12655","DOIUrl":"https://doi.org/10.1111/bld.12655","url":null,"abstract":"","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 4","pages":"567-568"},"PeriodicalIF":1.3,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145585004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Rights in Practice for People With a Learning Disability; Stories of Citizenship. By L. Tilly and J. WalmsleyPalgrave, Macmillan, 2023. ISBN: 978-981-99-5562-6. Cost; Via as directed on Palgrave macmillan website; €117.69, including VAT – e-book; soft cover -; €149.79; hardcover -€149.79 https://link.springer.com/","authors":"","doi":"10.1111/bld.12654","DOIUrl":"https://doi.org/10.1111/bld.12654","url":null,"abstract":"","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 4","pages":"565-566"},"PeriodicalIF":1.3,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145585142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Individuals with profound and multiple learning disabilities are at the centre of debates about what it means to be a person. These debates sometimes start from the position that a person is somebody who possesses mature cognitive abilities, such as intentional communication skills and self-reflection (which individuals with profound and multiple learning disabilities are sometimes said to lack). However, those closest to people with profound and multiple learning disabilities are rarely consulted. This paper presents research that addresses this gap.
Methods
Ten unstructured interviews were conducted with family members, friends and allies of the profound and multiple learning disabilities communities. Participants were asked to discuss what being a person meant to them, using their knowledge of supporting individuals with profound and multiple learning disabilities.
Findings
Interviewees suggested that a person was fundamentally a relational being, but this relationality was described in a myriad of ways (e.g., as mutual dependence, social role, social gradient, interactionist and storied).
Conclusions
A richer understanding of the personhood of individuals with profound and multiple learning disabilities can be developed by listening to more family members and allies, and this can provide a counter-narrative to the current dominant rational view of personhood.
{"title":"What Does It Mean to Be a ‘Person’ With Profound and Multiple Learning Disabilities? Presenting the Views of Family Members and Allies","authors":"Ben Simmons, Stuart Read","doi":"10.1111/bld.12652","DOIUrl":"https://doi.org/10.1111/bld.12652","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Individuals with profound and multiple learning disabilities are at the centre of debates about what it means to be a person. These debates sometimes start from the position that a person is somebody who possesses mature cognitive abilities, such as intentional communication skills and self-reflection (which individuals with profound and multiple learning disabilities are sometimes said to lack). However, those closest to people with profound and multiple learning disabilities are rarely consulted. This paper presents research that addresses this gap.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Ten unstructured interviews were conducted with family members, friends and allies of the profound and multiple learning disabilities communities. Participants were asked to discuss what being a person meant to them, using their knowledge of supporting individuals with profound and multiple learning disabilities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Interviewees suggested that a person was fundamentally a relational being, but this relationality was described in a myriad of ways (e.g., as mutual dependence, social role, social gradient, interactionist and storied).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>A richer understanding of the personhood of individuals with profound and multiple learning disabilities can be developed by listening to more family members and allies, and this can provide a counter-narrative to the current dominant rational view of personhood.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 3","pages":"457-465"},"PeriodicalIF":1.3,"publicationDate":"2025-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12652","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144910134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
<p>Through the creation of and increasing adoption of Inclusive Post Secondary Education (IPSE) programmes, more students with intellectual disabilities are now enroled in colleges and universities than ever before (Blumberg et al. <span>2008</span>; Grigal and Hart <span>2010</span>; Think College <span>2024</span>). IPSE programmes not only provide a pathway to colleges for students with intellectual disabilities who may otherwise not meet standard admission requirements (e.g., ACT/SAT scores, high school diploma requirements) but also provide levels of support unavailable to matriculated<sup>1</sup> college students (e.g., modified course work). While levels of inclusivity (e.g., ability to take standard courses and live in dorms alongside matriculated peers) vary from programme to programme, each of these approximately 337 IPSE programmes (Think College <span>2024</span>) enable students with intellectual disabilities to access college and university experiences which otherwise would be inaccessible to them. While higher education was previously inaccessible, many students with intellectual disabilities and their families are now planning for college as an expected next step after high school. Students who previously would have had a single college to apply to now have the opportunity to receive numerous acceptances to various colleges via IPSE programmes. This demonstrates a shift in the decision-making power to the student and their families rather than solely institutions. It must be noted, however, that despite these gains, only 2% of students with intellectual disabilities currently attend college and less than 6% of colleges in the United States have IPSE programmes (Gill and Myers <span>2023</span>; Think College <span>2024</span>).</p><p>The growth of the field of IPSE is not confined to increasing programme availability but includes increase of research on, about, and with IPSE students, community, and professionals. This increase in the number of IPSE programmes and number of students applying to IPSE programmes should be unsurprising given the breadth of research which indicates their benefits. Existing literature indicates a range of benefits for individuals with intellectual disabilities who have completed IPSE programmes. Post-IPSE outcome data indicates that individuals are more likely to be competitively employed and earn higher wages (Butler et al. <span>2016</span>; Carnevale and Desrochers <span>2003</span>; Grigal et al. <span>2011</span>; Grigle et al. <span>2024</span>; Marcotte et al. <span>2005</span>; Prince and Jenkins <span>2005</span>). Beyond the benefit of increased rates of competitive employment, research also shows that having completed an IPSE programme correlates to increased levels of self-determination (Alqazlan et al. <span>2019</span>; Grigle et al. <span>2024</span>; Ju et al. <span>2017</span>), higher levels of confidence (Alqazlan et al.<span>2019</span>; Grigle et al. <span>2024</span>; Ju et al. <s
通过创建和越来越多地采用包容性中学后教育（IPSE）计划，现在有更多的智障学生进入学院和大学，比以往任何时候都多(Blumberg等人，2008；Grigal and Hart 2010；想想大学2024)。IPSE项目不仅为那些可能达不到标准入学要求（如ACT/SAT成绩、高中文凭要求）的智障学生提供了进入大学的途径，而且还为那些被录取的大学生提供了无法获得的支持（如修改课程作业）。虽然包容性的水平（例如，参加标准课程和与被录取的同龄人一起住在宿舍的能力）因项目而异，但这些大约337个IPSE项目（Think College 2024）中的每一个都使智障学生能够获得他们无法获得的学院和大学经历。虽然以前无法接受高等教育，但许多智障学生和他们的家庭现在都在计划上大学，作为高中毕业后的下一步。以前只申请一所大学的学生现在有机会通过IPSE项目获得多所大学的录取。这表明决策权正在向学生及其家庭转移，而不仅仅是学校。然而，必须指出的是，尽管取得了这些进展，目前只有2%的智障学生上大学，美国只有不到6%的大学有IPSE项目(Gill and Myers 2023；想想大学2024)。IPSE领域的发展不仅限于增加项目的可用性，还包括对IPSE学生、社区和专业人士的研究增加。IPSE课程数量的增加和申请IPSE课程的学生数量的增加应该不足为奇，因为研究的广度表明了它们的好处。现有文献表明，完成IPSE项目的智障人士有一系列好处。ipse后的结果数据表明，个人更有可能获得有竞争力的就业机会，并获得更高的工资(Butler等人，2016；Carnevale and Desrochers 2003；Grigal et al. 2011；格里格尔等。2024；Marcotte et al. 2005；Prince and Jenkins, 2005)。除了提高竞争性就业率的好处之外，研究还表明，完成IPSE计划与提高自决水平相关(Alqazlan等人，2019；格里格尔等。2024；Ju et al. 2017)，更高的信心水平(Alqazlan et al.2019；格里格尔等。2024；Ju et al. 2017；Stefánsdóttir和Björnsdóttir 2016)，并且有更多的残疾和非残疾朋友(Alqazlan等人，2019；Cranston-Gingras et al. 2015；Grigle et al. 2024)。除了对参加IPSE项目的个人的好处之外，现有文献还探讨了广泛的主题，包括但不限于从K-12教育到IPSE成功过渡规划的因素(见Alqazlan等人。2019；Grigal et al. 2011；Thoma and Wehman 2010；Wagner et al. 2007；Wehman 2010)，智障学生家长的观点(见Dwyre et al. 2010；Graff et al. 2019；Grigal et al. 2011；Grigal和Neubert 2004)，学院和大学教师的观点(见Almutairi et al. 2021；Blumberg et al. 2008)，以及无智力障碍的同伴和导师的观点(见Harrison et al. 2019；Izzo and Shuman 2013；Smith Hill et al. 2024；威尔特和晨星2020)。尽管研究主题的广度和现有文献的数量不断增加，但研究很少将其最直接影响的人放在中心-智力残疾学生在IPSE项目中（Vroman 2019）。在这项研究中，我们分析了学生的个人陈述，他们描述了为什么他们自己想去一个IPSE项目。通过回答“为什么申请IPSE课程的学生说他们想上大学？”，从业者、政策制定者和家庭可以最好地将他们的实践和倡导与受影响最大的人结合起来。这项研究是将研究转向包括受影响和上大学的人的观点的重要一步，这一观点在当前文献中经常被忽视（Vroman 2019）。我们是位于美国东北部一所中等规模大学的研究人员，该大学支持IPSE项目，为智障学生提供全面的访问机会。研究团队的两位成员都在IPSE拥有丰富的编程和研究经验。虽然我们中有一个被认定为残疾研究员但他们都没有智力障碍。这种定位为研究结果的解释和讨论提供了背景。 我们认识到这种地位既是一种优势，也是一种限制。在整个研究中，我们使用了教育中的残疾研究（DSE）理论框架。DSE的核心是将残疾视为一种社会建构，同时也是人类多样性的自然组成部分(Connor et al. 2008；2006年泰勒)。DSE并不否认残疾是“真实的”；相反，使用DSE框架的核心是检查环境（社会、文化、历史和政治）如何塑造我们对残疾/残疾个体的理解和意义建构(Connor et al. 2008；2006年泰勒)。DSE拒绝残疾的医学模式，它与传统特殊教育的区别在于，DSE的目标不是治愈、修复或根除残疾。DSE进一步推翻了在传统特殊教育（K-12和高等教育）所依赖的医疗化模式下构建的以价值为导向的残疾概念。这项研究基于这样一种假设，即智力残疾的学生属于大学的各个方面，最适合为自己的生活做决定，最适合在一个历史上造成巨大权力不平衡的领域里规定什么是最佳实践。此外，DSE致力于消除教育和社会中的残疾主义观念，特别是对残疾学生的缺陷观点，以确保在包容性课堂中有意义的学习（Connor et al. 2008）。我们将其扩展到包括学院和大学设置。最后，DSE“承认残疾人的生活/自我变得有意义的人的具体化/审美体验，以及将这种体验定位为‘他者’的学校和社会话语的麻烦”；也许对这项研究最重要的是，“将残疾人纳入残疾理论”（Connor et al. 2008, 448）。在这项研究中，利用DSE框架促进了残疾人生活经历的中心化/特权化，而不是给予专业人士特权。这项研究的数据包括东北一所大型大学的学生申请IPSE项目的部分数据。具体来说，我们分析了2019年至2020年44名学生在申请中去身份化的个人陈述。申请的学生包括被录取和未被录取的学生。申请人对以下问题提供书面（手写，打字和/或誊写）的回答：(1)“你为什么希望参加（这个IPSE）并参加大学课程？”(2)“你想在大学里完成什么？”毕业后你的目标是什么？这是一个四年的大学课程。这个IPSE如何帮助你实现你的目标？“为了使你在这里的经历最成功，你还有什么需要我们了解的吗？”我们在DSE理论框架内分析了申请IPSE项目的学生的个人陈述。我们使用恒定比较法（Glaser and Strauss 1967）作为迭代和递归过程（Ravitch and Carl 2016）来分析数据。每个作者都利用各种代码（如体内代码、描述性代码和情感代码）进行归纳和系统的编码过程，以在转录本内部和整个转录本中寻找紧急类别和主题，使用类似于Saldaña（2013）所描述的过程。经过不断的对比数据分析，第一和第二作者确定了四个总体主题，这些主题与学生的愿望有关：完全接触，不分离，继续学习，跟随家人和朋友的“脚步”，以及尽可能独立。还出现了若干次主题，涉及认识到需要的支持和独特的学习成果。申请人表现出强烈的愿望，希望在整个大学课程中，真正和充分地融入到他们被
{"title":"“Nothing Separate”: Understanding Why Students With Intellectual Disabilities Choose Inclusive Post Secondary Education","authors":"Sara Jo Soldovieri, Beth Myers","doi":"10.1111/bld.12650","DOIUrl":"https://doi.org/10.1111/bld.12650","url":null,"abstract":"<p>Through the creation of and increasing adoption of Inclusive Post Secondary Education (IPSE) programmes, more students with intellectual disabilities are now enroled in colleges and universities than ever before (Blumberg et al. <span>2008</span>; Grigal and Hart <span>2010</span>; Think College <span>2024</span>). IPSE programmes not only provide a pathway to colleges for students with intellectual disabilities who may otherwise not meet standard admission requirements (e.g., ACT/SAT scores, high school diploma requirements) but also provide levels of support unavailable to matriculated<sup>1</sup> college students (e.g., modified course work). While levels of inclusivity (e.g., ability to take standard courses and live in dorms alongside matriculated peers) vary from programme to programme, each of these approximately 337 IPSE programmes (Think College <span>2024</span>) enable students with intellectual disabilities to access college and university experiences which otherwise would be inaccessible to them. While higher education was previously inaccessible, many students with intellectual disabilities and their families are now planning for college as an expected next step after high school. Students who previously would have had a single college to apply to now have the opportunity to receive numerous acceptances to various colleges via IPSE programmes. This demonstrates a shift in the decision-making power to the student and their families rather than solely institutions. It must be noted, however, that despite these gains, only 2% of students with intellectual disabilities currently attend college and less than 6% of colleges in the United States have IPSE programmes (Gill and Myers <span>2023</span>; Think College <span>2024</span>).</p><p>The growth of the field of IPSE is not confined to increasing programme availability but includes increase of research on, about, and with IPSE students, community, and professionals. This increase in the number of IPSE programmes and number of students applying to IPSE programmes should be unsurprising given the breadth of research which indicates their benefits. Existing literature indicates a range of benefits for individuals with intellectual disabilities who have completed IPSE programmes. Post-IPSE outcome data indicates that individuals are more likely to be competitively employed and earn higher wages (Butler et al. <span>2016</span>; Carnevale and Desrochers <span>2003</span>; Grigal et al. <span>2011</span>; Grigle et al. <span>2024</span>; Marcotte et al. <span>2005</span>; Prince and Jenkins <span>2005</span>). Beyond the benefit of increased rates of competitive employment, research also shows that having completed an IPSE programme correlates to increased levels of self-determination (Alqazlan et al. <span>2019</span>; Grigle et al. <span>2024</span>; Ju et al. <span>2017</span>), higher levels of confidence (Alqazlan et al.<span>2019</span>; Grigle et al. <span>2024</span>; Ju et al. <s","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 2","pages":"223-229"},"PeriodicalIF":1.2,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12650","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144091913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Izaskun Álvarez-Aguado, Vanessa Vega Córdova, Miguel Roselló-Peñaloza, Maryam Farhang, Felipe Muñoz La Rivera, Félix González-Carrasco, Herbert Spencer González
Background
Women with intellectual disabilities face major barriers to healthcare access. This study explored the experiences of 120 women with mild to moderate intellectual disabilities in Chile and their interactions with healthcare systems.
Method
A qualitative design was used, collecting data through semi-structured interviews to examine communication challenges, discrimination and unmet support needs.
Results
Participants reported difficulties understanding medical terminology, limited time for questions and a lack of visual aids. They also experienced discrimination, including infantilization and negative provider attitudes, which undermined their autonomy. The absence of tailored support, such as simplified materials and personalized guidance, further hindered their engagement with healthcare services.
Conclusions
Findings highlighted systemic inequities influenced by gender and disability biases. Participants stressed the need for inclusive provider training and accessible communication tools. Recommendations included visual aids, specialized healthcare navigation support, and inclusive health education programs to improve equitable healthcare access.
{"title":"Healthcare Barriers and Inequities: The Lived Experiences of Women With Intellectual Disabilities in Chile","authors":"Izaskun Álvarez-Aguado, Vanessa Vega Córdova, Miguel Roselló-Peñaloza, Maryam Farhang, Felipe Muñoz La Rivera, Félix González-Carrasco, Herbert Spencer González","doi":"10.1111/bld.12653","DOIUrl":"https://doi.org/10.1111/bld.12653","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Women with intellectual disabilities face major barriers to healthcare access. This study explored the experiences of 120 women with mild to moderate intellectual disabilities in Chile and their interactions with healthcare systems.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>A qualitative design was used, collecting data through semi-structured interviews to examine communication challenges, discrimination and unmet support needs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Participants reported difficulties understanding medical terminology, limited time for questions and a lack of visual aids. They also experienced discrimination, including infantilization and negative provider attitudes, which undermined their autonomy. The absence of tailored support, such as simplified materials and personalized guidance, further hindered their engagement with healthcare services.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Findings highlighted systemic inequities influenced by gender and disability biases. Participants stressed the need for inclusive provider training and accessible communication tools. Recommendations included visual aids, specialized healthcare navigation support, and inclusive health education programs to improve equitable healthcare access.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 3","pages":"446-456"},"PeriodicalIF":1.3,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144910026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study, conducted jointly by the City University of New York, Kingsborough Community College (KCC) in the United States and Salzburg University of Education (PHS) in Austria, investigated the impact of inclusive practices from different perspectives. It aimed to understand the contributions and challenges of two inclusive courses (an equivalent to a module) for students with intellectual disabilities.
Methods
Qualitative and quantitative research and data collection involved two students with intellectual disabilities who were also participatory researchers (PRs). Additionally, insights from 37 student teachers taking the education courses for credit towards their degree were gathered. The instructors teaching at KCC and PHS were the lead researchers and taught, respectively, a music and movement education workshop at KCC and a ‘Citizenship Studies’ course at PHS. The PRs attended and fully participated in these courses at the same time as the student teachers without being graded. They were working towards a bespoke certification rather than obtaining credit toward a degree. The PRs were each supported by a mentor: the KCC PR was mentored by an alumnus of CCC, while the PHS PR was supported by a student at PHS.
Findings
The findings highlight diverse perspectives, demonstrating how inclusive education fosters understanding and awareness. Questionnaire results, provided insights, a snapshot into the learning environments, revealing the impact of interactions among students. The study identifies challenges, benefits and opportunities for promoting inclusive practices.
Conclusions
The study demonstrates the transformative potential of inclusive education. It emphasises the positive impact of including students with intellectual disabilities. The findings underscore the importance of mutual learning and the enhancement of inclusive practices.
本研究由纽约城市大学、美国金斯堡社区学院（Kingsborough Community College， KCC）和奥地利萨尔茨堡教育大学（Salzburg University of Education， PHS）联合开展，从不同角度考察了包容性实践的影响。它旨在了解为智障学生提供的两门包容性课程（相当于一个模块）的贡献和挑战。方法对2名智力障碍学生进行定性、定量研究和资料收集。此外，还收集了37名参加教育课程以获得学位学分的实习教师的见解。在KCC和PHS任教的教师是主要研究人员，分别在KCC教授音乐和运动教育研讨会，在PHS教授“公民研究”课程。pr与实习教师同时参加并充分参与这些课程，而不被评分。他们正在努力获得定制证书，而不是获得学位学分。两位公关人员分别由一名导师提供支持：KCC公关人员由一名华大校友指导，小灵通公关人员由一名小灵通学生指导。研究结果强调了不同的观点，展示了全纳教育如何促进理解和意识。问卷调查的结果，提供了深入了解学习环境的快照，揭示了学生之间互动的影响。该研究确定了促进包容性实践的挑战、益处和机遇。结论本研究展示了全纳教育的变革潜力。它强调将智障学生纳入其中的积极影响。调查结果强调了相互学习和加强包容性做法的重要性。
{"title":"‘The Heart in Learning’: Cross-National Inclusive Higher Education Perspectives From Students With Intellectual Disabilities and Student Teachers","authors":"Susan Carpenter, Ingrid Geier","doi":"10.1111/bld.12651","DOIUrl":"https://doi.org/10.1111/bld.12651","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This study, conducted jointly by the City University of New York, Kingsborough Community College (KCC) in the United States and Salzburg University of Education (PHS) in Austria, investigated the impact of inclusive practices from different perspectives. It aimed to understand the contributions and challenges of two inclusive courses (an equivalent to a module) for students with intellectual disabilities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Qualitative and quantitative research and data collection involved two students with intellectual disabilities who were also participatory researchers (PRs). Additionally, insights from 37 student teachers taking the education courses for credit towards their degree were gathered. The instructors teaching at KCC and PHS were the lead researchers and taught, respectively, a music and movement education workshop at KCC and a ‘Citizenship Studies’ course at PHS. The PRs attended and fully participated in these courses at the same time as the student teachers without being graded. They were working towards a bespoke certification rather than obtaining credit toward a degree. The PRs were each supported by a mentor: the KCC PR was mentored by an alumnus of CCC, while the PHS PR was supported by a student at PHS.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>The findings highlight diverse perspectives, demonstrating how inclusive education fosters understanding and awareness. Questionnaire results, provided insights, a snapshot into the learning environments, revealing the impact of interactions among students. The study identifies challenges, benefits and opportunities for promoting inclusive practices.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The study demonstrates the transformative potential of inclusive education. It emphasises the positive impact of including students with intellectual disabilities. The findings underscore the importance of mutual learning and the enhancement of inclusive practices.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 3","pages":"466-475"},"PeriodicalIF":1.3,"publicationDate":"2025-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144909922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Climate change disproportionally affects people with intellectual disability. Despite this, people with intellectual disability are rarely included in conversations about just environmental futures.
Methods
Using PRISMA-ScR guidelines, this scoping review maps the academic literature surrounding intellectual disability and climate change.
Findings
We identified three key themes in the 10 articles included in our review. First, people with intellectual disability experience heightened risks and barriers during and after natural disasters. Second, they are largely absent from government disaster planning and response. Third, inclusive education initiatives are in their infancy. Overall, people with intellectual disability are not involved as leaders or collaborators in research or practice related to climate change. The literature focuses almost exclusively on natural disasters as opposed to the broader context of the climate crisis.
Conclusion
We take a critical lens, calling for further research that reframes the role of people with intellectual disability in climate change discourses: From helpless victims to collaborators, caretakers, and advocates for a safer climate.
{"title":"Inclusive Climate Action: A Scoping Review on the Representation and Inclusion of People With Intellectual Disability in Climate Change Research","authors":"Chloe Watfern, Philippa Carnemolla","doi":"10.1111/bld.12632","DOIUrl":"https://doi.org/10.1111/bld.12632","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Climate change disproportionally affects people with intellectual disability. Despite this, people with intellectual disability are rarely included in conversations about just environmental futures.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Using PRISMA-ScR guidelines, this scoping review maps the academic literature surrounding intellectual disability and climate change.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>We identified three key themes in the 10 articles included in our review. First, people with intellectual disability experience heightened risks and barriers during and after natural disasters. Second, they are largely absent from government disaster planning and response. Third, inclusive education initiatives are in their infancy. Overall, people with intellectual disability are not involved as leaders or collaborators in research or practice related to climate change. The literature focuses almost exclusively on natural disasters as opposed to the broader context of the climate crisis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>We take a critical lens, calling for further research that reframes the role of people with intellectual disability in climate change discourses: From helpless victims to collaborators, caretakers, and advocates for a safer climate.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 3","pages":"428-445"},"PeriodicalIF":1.3,"publicationDate":"2025-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12632","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144910065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Martin McMahon, Ercan Asi, Vera Dimitrievska, Sebahat Gozum, Aysegul Ilgaz, Cara Martin, Mairead O'Connor, Kate Sykes, Peter Knapp
Background
People with intellectual disability have higher rates of cancer mortality than the general population. Cancer prevention programmes and screenings are recommended in adults, including those with intellectual disability. The opinions of relevant parties are important to ensure that people with intellectual disability can achieve equity in cancer outcomes. The aim of this paper is to report the findings of two workshops held in Ireland and Türkiye in 2023, which identified key issues affecting prevention, diagnosis and management of cancer in people with intellectual disability.
Methods
Researchers, practitioners, policymakers and other stakeholders with a role in cancer prevention programmes or cancer care (n = 44) participated in ‘World Café’ workshop meetings in Dublin and Ankara. The findings were synthesised under the Dahlgren and Whitehead (1991) Social Determinants of Health framework.
Results
Both workshops identified that people with intellectual disability face challenges including: limited available cancer data in this population, health issues overshadowing cancer diagnosis, and social barriers such as low health literacy. Involving families, professionals and promoting self-advocacy, while tailoring health services with inclusive decision making were prominent themes in both workshops as solutions. Research and person-centered healthcare were identified as critical for developing effective cancer prevention programmes.
Conclusion
For people with intellectual disability to benefit from effective cancer prevention programmes, reasonable adjustments must be made by policymakers, health institutions, primary healthcare professionals and non-government organisations, and research evidence must underpin decisions.
{"title":"Advancing a Universal European Cancer Prevention Methodology for People With Intellectual Disability: Findings From CUPID Workshops in Ireland and Türkiye","authors":"Martin McMahon, Ercan Asi, Vera Dimitrievska, Sebahat Gozum, Aysegul Ilgaz, Cara Martin, Mairead O'Connor, Kate Sykes, Peter Knapp","doi":"10.1111/bld.12649","DOIUrl":"https://doi.org/10.1111/bld.12649","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>People with intellectual disability have higher rates of cancer mortality than the general population. Cancer prevention programmes and screenings are recommended in adults, including those with intellectual disability. The opinions of relevant parties are important to ensure that people with intellectual disability can achieve equity in cancer outcomes. The aim of this paper is to report the findings of two workshops held in Ireland and Türkiye in 2023, which identified key issues affecting prevention, diagnosis and management of cancer in people with intellectual disability.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Researchers, practitioners, policymakers and other stakeholders with a role in cancer prevention programmes or cancer care (<i>n</i> = 44) participated in ‘World Café’ workshop meetings in Dublin and Ankara. The findings were synthesised under the Dahlgren and Whitehead (1991) Social Determinants of Health framework.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Both workshops identified that people with intellectual disability face challenges including: limited available cancer data in this population, health issues overshadowing cancer diagnosis, and social barriers such as low health literacy. Involving families, professionals and promoting self-advocacy, while tailoring health services with inclusive decision making were prominent themes in both workshops as solutions. Research and person-centered healthcare were identified as critical for developing effective cancer prevention programmes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>For people with intellectual disability to benefit from effective cancer prevention programmes, reasonable adjustments must be made by policymakers, health institutions, primary healthcare professionals and non-government organisations, and research evidence must underpin decisions.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 3","pages":"416-427"},"PeriodicalIF":1.3,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12649","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144910070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Verena Hawelka, Maria Kreilinger, Christina Penn, Eva Steindl
Background
BLuE – ‘Bildung, Lebenskompetenz und Empowerment’ [‘Education, Life Skills and Empowerment’] – is an inclusive university programme with a peer-mentoring system, where students of the primary education programme assist students with attributed cognitive or mental disabilities as tutors. Deutsch et al. (2024) showed that it is a challenge to achieve a balance between providing adequate support and avoiding well-meant but exaggerated support. This balance requires on-going negotiations.
Methods
The participatory research project contained two sequences of semi-structured focus groups with BLuE students and tutors.
Results
Various points of tension, all concerning negotiation of responsibility, were identified. Tutors individually seem to manage responsibility for the BLuE student's study without openly discussing it, often making decisions internally. BLuE students make decisions for themselves in accordance with tutors' preferences but without reference to recognised problems.
Conclusions
Tutors play a crucial role in fostering self-responsibility and autonomy in BLuE students. Rather than feeling solely responsible for ensuring course requirements are met, tutors and BLuE students should engage in open discussions about how to share responsibility for the student's studies and the process of gaining greater independence.
{"title":"How to Mentor But Not to Helicopter Students in Inclusive Higher Education","authors":"Verena Hawelka, Maria Kreilinger, Christina Penn, Eva Steindl","doi":"10.1111/bld.12646","DOIUrl":"https://doi.org/10.1111/bld.12646","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>BLuE – ‘Bildung, Lebenskompetenz und Empowerment’ [‘Education, Life Skills and Empowerment’] – is an inclusive university programme with a peer-mentoring system, where students of the primary education programme assist students with attributed cognitive or mental disabilities as tutors. Deutsch et al. (2024) showed that it is a challenge to achieve a balance between providing adequate support and avoiding well-meant but exaggerated support. This balance requires on-going negotiations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The participatory research project contained two sequences of semi-structured focus groups with BLuE students and tutors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Various points of tension, all concerning negotiation of responsibility, were identified. Tutors individually seem to manage responsibility for the BLuE student's study without openly discussing it, often making decisions internally. BLuE students make decisions for themselves in accordance with tutors' preferences but without reference to recognised problems.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Tutors play a crucial role in fostering self-responsibility and autonomy in BLuE students. Rather than feeling solely responsible for ensuring course requirements are met, tutors and BLuE students should engage in open discussions about how to share responsibility for the student's studies and the process of gaining greater independence.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 1","pages":"203-210"},"PeriodicalIF":1.2,"publicationDate":"2025-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143446685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID-19 pandemic affected children with intellectual disabilities and their parents in numerous ways. This study investigates the impact by analysing the narratives of their parents in the city of Guwahati, located in Assam, a northeastern state of India. The study contributes to the scholarship on intellectual disability in relation to the COVID-19 pandemic. It suggests the central role of parents and the necessity of empowering them with timely information and disability training, which will help sustain the uninterrupted development of children.
Methods
This study employs a qualitative method with semi-structured interviews. Twelve parents of children with intellectual disabilities from three special schools participated in this study. The questions explored their lived experiences with their children, caregiving responsibilities at home and the challenges they faced due to the disruption of special services during the pandemic.
Findings
Four key themes emerged from this study: (1) the pandemic led to the disruptions of special services for children with intellectual disabilities, (2) children's physical mobility was restricted at home, and they could not access regular need-based therapies or exercise their social skills in special schools, (3) parents suffered psychological stress as they could not fathom how to manage the children at home and (4) parents underwent financial hardships due to their lack of resources and loss of family income during the pandemic.
Conclusions
Parents emphasized the need for timely information regarding disability-related measures to understand and deal with the risks of the pandemic. Some parents tried to engage their children in activities at home. This study recommends the strengthening of disability training for parents to limit the negative psychological effects and issues faced by children with intellectual disabilities. Future research should explore and unravel positive coping mechanisms used by the parents.
{"title":"Impact of COVID-19 Pandemic on Children With Intellectual Disabilities and Their Parents: The Perspective of Parents in India","authors":"Pariz Pikul Gogoi, Munmun Jha","doi":"10.1111/bld.12647","DOIUrl":"https://doi.org/10.1111/bld.12647","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The COVID-19 pandemic affected children with intellectual disabilities and their parents in numerous ways. This study investigates the impact by analysing the narratives of their parents in the city of Guwahati, located in Assam, a northeastern state of India. The study contributes to the scholarship on intellectual disability in relation to the COVID-19 pandemic. It suggests the central role of parents and the necessity of empowering them with timely information and disability training, which will help sustain the uninterrupted development of children.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study employs a qualitative method with semi-structured interviews. Twelve parents of children with intellectual disabilities from three special schools participated in this study. The questions explored their lived experiences with their children, caregiving responsibilities at home and the challenges they faced due to the disruption of special services during the pandemic.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Four key themes emerged from this study: (1) the pandemic led to the disruptions of special services for children with intellectual disabilities, (2) children's physical mobility was restricted at home, and they could not access regular need-based therapies or exercise their social skills in special schools, (3) parents suffered psychological stress as they could not fathom how to manage the children at home and (4) parents underwent financial hardships due to their lack of resources and loss of family income during the pandemic.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Parents emphasized the need for timely information regarding disability-related measures to understand and deal with the risks of the pandemic. Some parents tried to engage their children in activities at home. This study recommends the strengthening of disability training for parents to limit the negative psychological effects and issues faced by children with intellectual disabilities. Future research should explore and unravel positive coping mechanisms used by the parents.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 3","pages":"405-415"},"PeriodicalIF":1.3,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144910066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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