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This study analyzes the relationship between the employability competencies acquired after completing an employment training program at university and the subsequent access to employment of young people with intellectual disabilities. To do this, the employability competencies of 145 students were analyzed at the end of the program (T1) and information was gathered on their career path at the time of the study (T2) (n = 72). Sixty-two per cent of the participants have had at least one job since graduation. Job competencies increase the probability of accessing and retaining employment in students who graduated at least 2 years before (X[superscript 2] = 17.598; p < 0.001; r[superscript 2] = 0.583). These results compel us to complement employment training programs with new opportunities and greater job accessibility.

Spanish universities still face many barriers to the training of people with disabilities, especially with intellectual disabilities (ID). In general, continuing higher education courses are the main training response for the latter. Knowing the impact that confinement by COVID-19 has had on the students of these courses is a relevant element. The present investigation focused on analyzing the case of the confinement experience of 12 young students with ID who attended the continuing training program called Unidiversidad at the University of Alcalá (Spain). In particular, the implications on their emotional well-being, interpersonal relationships, and individual training were analyzed. Information was collected through a semi-structured interview with the students and a questionnaire with their relatives. The results reflect changes in emotional well-being linked to the increased concern of students for the health of their families. Interpersonal relationships were also affected, although participants tried to compensate for the lack of face-to-face interaction with instant messaging applications and video calls. The change in training to the online modality generated concern and uncertainty in students, although it also provided learning opportunities, which have been supported by peer tutoring and support from teachers.

The inclusion of people with disabilities, intellectual in the case that concerns this research, has been one of the main concerns of society in recent years. The University of Murcia has launched the "We are all Campus" program in order to facilitate the inclusion of this group from a training perspective. Being aware of the influence of self-concept in such inclusion, this research aims to analyze the influence of the self-concept of people with intellectual disabilities in their expectations of inclusion. For this purpose, 18 subjects were asked to carry out a SWOT analysis, assessing the situation in which they find themselves through a qualitative perspective and a phenomenological design. The research reveals, among other conclusions, how important personal development is to them, especially by generating autonomy in their daily routines, and also the relevance of their relationships to feel socially included.

Background: A positive conception of sexuality among people with intellectual disabilities is crucial and relies on several social and interpersonal contexts. The goal of this study is to analyse the interaction and impact of three different contextual groups: individuals with intellectual disabilities, their parents, and professionals working with them. Methods: Survey data were collected from 330 people with intellectual disabilities attending occupational centres in eastern Spain, 330 parents, and 100 professionals. Results: Correlation and variance analyses of dyad-level data show significant differences among the three groups in all variables. Professionals perceived people with intellectual disabilities to have higher knowledge of socio-sexual norms than people with intellectual disabilities actually appear to be, but they are also more concerned about aspects related to this area of people with intellectual disabilities. Compared to people with intellectual disabilities and professionals, parents perceived people with intellectual disabilities to have lower sexual knowledge. Conclusions: Our study demonstrates inconsistent perceived knowledge of people with intellectual disabilities' socio-sexual norms and sexual knowledge among the three groups, leading to disparate levels of concern regarding people with intellectual disabilities sexuality. Thus, the need to collect information from different perspectives for more accurate reporting and the critical need for sex education programs that involve the target population, but also parents and professionals who frequently interact with people with intellectual disabilities are highlighted.

Introduction: The assessment of well-being is crucial for measuring the effects of psychosocial interventions in people with intellectual disabilities. The aim of this study was to adapt and validate a measure of integrative well-being, the Pemberton Happiness Index (PHI) to use it specifically for this population. Methods: The Pemberton Happiness Index was first tailored to individuals with intellectual disabilities (PHI-Intellectual Disabilities). Then a sample of 130 adults with mild-moderate intellectual disabilities completed this adapted version alongside other well-being and affective measures. Results: The psychometric properties of this new PHI-Intellectual Disabilities were shown to be very good (i.e., internal consistency, convergent and incremental validity). Conclusion: The study provides initial evidence of the reliability and validity of a brief measure of well-being that can be used for both applied and research purposes specifically for adults with mild-moderate intellectual disabilities.

Social change towards inclusion is a very common topic, but progress is slow. Because of its importance in the current educational context, knowing how to speed up this transformation is fundamental. A multiple regression analysis with a transversal quantitative designed survey (n = 245) was conducted. The aim was to identify internal and external factors predicting attitudes towards people with intellectual disability in undergraduate students at the University of Murcia (Spain). According to the expected estimate, the variables 'empathic concern' and 'chosen degree' predict good attitudes towards people with intellectual disability among university students. On the other hand, external variables such as 'previous knowledge about disability' or 'contact with people with disabilities' are not explanatory factors. These findings contribute to the existing knowledge about predictive variables for attitudes towards people with intellectual disabilities in the future Spanish education professionals.

Introduction: The aim of this study is to validate a Spanish version of the Impact of Event Scale on People with ID (IES-ID). Methods: IES-ID was administered to adults with ID (n = 120), analyzing internal consistency, inter-rater and test-retest reliability, criterion validity, construct validity and feasibility. Results: Good internal consistency was found in the total of the scale ([alpha] = 0.91). Test-retest and inter-rater correlations yielded excellent level of agreement in the total scale. Criterion validity was significant. Regarding construct validity, the factor analysis yielded three well-defined factors and the model fit of the confirmatory factor analysis appears to be very good. Finally, the feasibility was also very good. Conclusion: The Spanish version of the Impact of Event Scale for People with ID (IES-ID) showed adequate indexes of feasibility and reliability to assess the severity of PTSD symptoms in adults with borderline to moderate ID.

Background: Although studies have long identified the practices that must be included in transition programmes to improve the outcomes for young people with intellectual disabilities when becoming adults, less information is available regarding the degree to which those best practices are being developed and/or implemented. Materials and methods: This exploratory research assesses the implementation level of those best practices in a school programme to facilitate the transition to adult life in the Basque Country, Spain. The opinions of professionals were asked through an ad hoc questionnaire, and a case study of three schools was conducted through observation, documentation analysis, interviews and focus groups. Results and discussion: The professionals were found to have a positive opinion of the implementation degree of the best practices, except for the inclusion dimension. Although analysing the cases partially confirmed this opinion, contradictions emerge as these best practices cannot always be identified in the running of schools. The dimensions with major discrepancy are related to the individualised transition planning, family involvement and interagency collaboration. Conclusion: Despite having identified best practices in all dimensions, delving deep into the professionals' understanding concerning best practices is crucial.

Introduction: The work environment of professionals who work directly with people with intellectual disabilities plays a key role in people's lives, since they are directly or indirectly responsible for improving the living conditions of those who receive these services. Specifically, these workers' risk of suffering burnout has an important impact on the quality of the services provided by the organizations. This study analyzes the relationship between emotional intelligence and life satisfaction in professional burnout processes. Method: The sample is composed of 144 subjects (n=144), with an average age of 39.35 years (±9.06), belonging to the Andalusian Association of Organizations for Persons with Intellectual Disabilities (Full Inclusion). The following instruments are used: Satisfaction with Life Scale (SWLS), Maslach Burnout Inventory (MBI) and Emotional Quotient inventory (EQi-C). The Omega coefficient is used as it is a measure of reliability if the principle of equivalence is not met. Results: The results show the positive relationship between some of the dimensions of burnout, emotional intelligence, and life satisfaction (p<0.05). The regression analyses showed the positive association between emotional intelligence (adaptability and intrapersonal) and burnout (emotional fatigue) and life satisfaction. Discussion and conclusions: Practical consequences of this study suggest the implementation of Emotional Intelligence programs to acquire emotional competencies, as prevention measure of burnout among professionals who work directly with people with Intellectual Disability within organizations.

Background and purpose: The purpose of this study was to assess the level of mental disorders and challenging behaviour in individuals with intellectual disability (ID) supported by specialized services, but without a prior psychiatric diagnosis, and to compare the levels of different disorders depending on the severity of ID. Methods: This is a cross-sectional study (N = 142) of population with ID. Inclusion criteria were the following: adult patients with ID and with no previous psychiatric diagnosis prior to this survey. The Wechsler Adults Intelligence Scale-II, the Psychiatric Assessment Schedule for Adults with Developmental Disability checklist and clinical interview, the Diagnostic Assessment for the Severely Handicapped scale and the Inventory for Client and Agency Planning were the assessment tools. Results: A previously undiagnosed mental disorder was found in 29.6% of the sample. The most prevalent mental disorders were major depressive and anxiety disorders. An association between psychiatric comorbidity and challenging behaviour was found only for mild/moderate ID, especially for affective disorders. Conclusions: The presence of a psychiatric as well as a medical comorbidity is associated with severe ID, unlike challenging behaviour. Clinical limitations of the study have been discussed.

In this study, we analyse the characteristics that define an ideal school, from the perspective of people with intellectual disabilities. we carried out an inclusive research qualitative study with 36 Spanish adults with intellectual disabilities. Information from individual interviews about educational inclusion was summarized on to notecards, allowing participants to place messages into categories on a poster board. Identified themes included facilities and resources; values and rules; intimidation; what students learn; how students learn best; exams; teachers; and classmates. Results highlight the importance of inclusive values and the need for a curriculum that meets the needs of all students.

The Convention on the Rights of Persons with Disabilities recognises the right to independent living. Given the lack of studies carried out in Spain, the aim of this research is to explore the barriers and supports that people with intellectual disability (ID) themselves believe affect their exercising of this right. To this end, an in-depth individual interview was designed and administered to 22 people with ID following various personal pathways. Thematic data analysis was conducted. According to the results, people with ID have highlighted the barriers and supports in different areas of their lives that affect their opportunities to exercise control over their lives, live and participate in ordinary and inclusive spaces within the community. In conclusion, this study helps to identify areas for improvement that are key to exercise the right to independent living.

This research aims to present proposals that can improve the transition to adulthood of young people with intellectual disabilities (ID). Four focus groups were set up in three different cities in Spain, each comprising education and social work professionals, people with ID and family members. In total, 32 participants were included in the study. The discussions were recorded, transcribed and analysed using thematic content analysis. Improvements proposed by participants were organised into six themes: coordination between services and professionals; curricular approaches; participation by young people with ID; peer-relationship networks; family and administration. Participants highlighted the need to make the curriculum more flexible and foster curricular experiences related to social and workplace inclusion, as well as establish more continuity in guidance processes throughout the different stages of education and especially at the end of secondary education. Participants also suggested the need for young people with ID to have a more prominent role in their educational process, and strengthening their social networks by promoting their participation in community activities.

Background: People with intellectual disability have poor levels of physical activity, quality of life, fitness condition and self-efficacy and social support when they want to undertake physical activity so it is very important to improve these parameters in this population. Method: A prospective study was conducted. Data were measured before and after the multimodal intervention. Participants were 40 people with mild intellectual disability. The intervention was carried out over 8 weeks (2 h weekly). Results: The results of this study show that after the multimodal intervention, there was significant improvement: quality of life, professional and peers' support for activity, abdominal strength and walking METS (Metabolic equivalent of tasks). Conclusions: There are few studies that have carried out an intervention that combines physical activity and education in people with intellectual disability; these interventions are very important because they can improve some parameters that are difficult to improve with only a single intervention.

Background: For decades, the field of quality of life for people with intellectual disabilities has focused on the improving the external life conditions. However, scarce research has examined the contribution of person-related psychological resources such as emotional competence (EC) on well-being in this population. Materials and Methods: Using a cross-sectional design, 139 adults with intellectual disabilities completed different measures: Subjective Happiness Scale, Satisfaction with Life Scale, Positive Affect and Negative Affect Scale and Wong and Law Emotional Intelligence Scale. Results: Emotional competence shows a positive and significant association with life satisfaction and happiness. EC dimensions were predictors of well-being beyond socio-demographic variables and dispositional affectivity. Conclusions: Our findings provide preliminary evidence of the potential value of considering EC in the improvement in the quality of life of people with intellectual disabilities. Professionals interested in intellectual disabilities care might consider training programmes based on EC as an additional intervention strategy aimed at improving well-being. (Contains 2 tables and 2 figures.)

Background: The problem of mobbing has attracted a great deal of attention over the past few years. This concern has increased the study of the phenomena, which has resulted in many scientific publications. Mobbing has been characterized as an emerging risk at work. The aim of this study was to analyse the influence of some psychosocial factors at work--role clarity, interpersonal conflicts and social support--on mobbing and its consequences--that is, inclination towards absenteeism and psychosomatic disorders. Materials and methods: The sample included 422 employees working with people with intellectual disabilities. Structural equation modelling (SEM) was used to test the hypotheses. Results: The Hypothesized model showed an adequate fit to data, and all hypothesized relationships were significant. Conclusions: The results of this study provide support for the mediator role of mobbing in the relationship between high role ambiguity, low social support and high interpersonal conflicts and psychosomatic disorders and inclination towards absenteeism. (Contains 1 table and 2 figures.)

Introduction: The furtherance of educational, social and occupational inclusion has led to increasing acceptance of people with intellectual disabilities as full members of the community. However, attitudes and behaviors towards these people are not always positive. Method: Taking the model of the FUNDOWN School of Life as the theoretical basis, the aim of this research was to validate a simple instrument for collecting information on how adolescents and young people position themselves towards people with intellectual disabilities. For this purpose, an initial questionnaire was developed, submitted to the judgment of experts, and applied to 276 secondary education students at a school in Murcia (Spain), using a non-experimental, quantitative research method. Results: By carrying out exploratory and confirmatory factor analysis, and applying the structural equation model, a two-factor questionnaire was obtained. Discussion and conclusions: Construct validity and reliability were acceptable.

The aim of this study was to explore caregivers' views about the risks of the Internet for people with intellectual disabilities and their preparation and ability to use prevention strategies to address them. The participants (20 family members and 24 staff members) belonged to a non-profit association working with people with developmental and intellectual disabilities and were asked to respond to a questionnaire about Internet safety and risks. Findings show some concerns from caregivers with regard to the use of the Internet by people with intellectual disabilities and suggest that this group is more vulnerable to online risks. Participants use different kinds of strategies to prevent the risks but they have not received any formal training. They think that this training should come from the Administration and other organisations. Some differences were found between family and staff members' responses. Training programmes for all the groups involved in this process (i.e. people with intellectual disabilities, staff and family members) should be designed, implemented and assessed to promote the inclusion of people with intellectual disabilities in the digital arena.

Background: Support from professionals plays an important role in helping people with intellectual disabilities to live an independent life. This research aims to analyse the role played by support professionals based on the perceptions of the professionals and self-advocates with intellectual disabilities. The research was conducted in Catalonia (Spain). Method: A total of 33 interviews were conducted with front-line managers and 10 focus groups with 72 self-advocates. These were recorded and transcribed, and then analysed using thematic content analysis. Results: Self-advocates particularly value professionals' interpersonal skills and emotional support. Front-line managers and self-advocates highlight training actions aimed at enhancing autonomy in the home and propose fostering natural supports and increasing the involvement of people with disabilities. Conclusions: Making progress in the rights of people with intellectual disabilities to an independent life requires transforming the support model, promoting decision making among people with intellectual disabilities, and strengthening interpersonal skills linked to emotional support in the training of professionals.

Background: Internet offers opportunities to people with intellectual disabilities, but it also involves some risks. The aim of this study was to explore these issues considering caregivers and people with intellectual disabilities' perspectives. Materials and Methods: A descriptive, cross-sectional study was conducted. The sample consisted of 77 adults with intellectual disabilities and 68 caregivers from a Spanish service provider organisation. Results: Compared to previous research, findings show an increasing use of electronic devices such as smartphones and the Internet by people with intellectual disabilities. Some online risks (e.g., being insulted, being threatened, someone using their personal information) and undesirable behaviours of this group (e.g., insulting, threatening or flirting with someone who did not want to) were also identified. Differences between the responses of people with intellectual disabilities and their caregivers were found with regard to people with intellectual disabilities' online behaviour. Conclusions: It is important to design, validate and implement strategies to promote risk management and positive risk-taking actions for people with intellectual disabilities.

Background: Making decisions about feelings and relationships is a challenge for many people with intellectual disabilities (ID). The aim of this article is to explore their opinions regarding the difficulties they experience in relation to having a partner and living together. Method: Nine advisers with ID with experience in inclusive research discussed issues about having a loving partner during 8 meetings. Discussions were recorded, and a thematic content analysis was conducted. Results: The results show that the network of social relationships, control over one's own intimate relationships, obtaining the right support and having training in couple relationships are key elements in people with ID having a satisfying couple relationship. Conclusions: The research gives visibility to the difficulties that people with ID encounter in having intimate couple relationships and sheds light on the need to undertake actions that contribute to their right to intimate citizenship.

Background: In this paper, we illustrate the extent to which building an inclusive research team and the selection of a research topic, based on a collaborative group approach, constitute key elements of inclusive research. Method: The selection and analysis of activities and methodological strategies, extracted from the recordings of the research meetings, offer clues about the creation of collaborative and deliberative research spaces. Results: Some of the elements that reaffirm the inclusive nature of this research are as follows: contributions by all members of the research team receive equal recognition, the particular interests of all of those involved are taken into account and research strategies that are supported in different languages encourage the participation of all researchers. Conclusions: We need to review our practices in order to identify the added value of this type of work and move towards research training proposals that promote the research ownership of people with intellectual disabilities.

Background: The Convention on the Rights of Persons with Disabilities (2006) states that people have the right to decide where to live and with whom. Professionals play a key role in supporting processes for independent living (IL). This research aimed to identify which ideas generated more or less consensus among professionals regarding the role of different agents involved in the processes of IL in Spain. Method: The Delphi method was applied to an expert panel of 25 professionals. Results: A high consensus was reached regarding the role that people with intellectual disabilities, their families and their natural support networks play in supporting IL processes, but there was less consensus on the role played by organizations and professionals. Conclusions: The study highlights the need to promote practices that favour the decision-making capacity of individuals to move towards models of support based on community and the human rights model.

This article presents the results of a project carried out by a group of researchers with and without intellectual disabilities on "the importance of social relationships and loneliness." We wanted to find out about the experience of loneliness in young people with and without intellectual disabilities and know whether this was an important issue for them too. We interviewed a total of 23 young people during our research which was developed over more than a year and a half. This article has been organised into three parts. In the first part, the two academic researchers outline the concept of inclusive research highlighting the value of recognising and making the experiences of people with intellectual disabilities visible. Following this, the four authors describe how the research group was formed and the methodological decisions that were made. Finally, we report the results of the research and the main conclusions. The young people with and without disabilities we interviewed told us that nobody wants to feel lonely. We believe that it is important for other researchers at the university to recognise our work and be encouraged to implement inclusive research processes.

Early intervention (EI) has evolved toward a family-centered approach over the past decades. Despite emphasis on this philosophy, however, the field still needs to move from a child- and deficit-based approach to a family-centered one. This study aimed to be a baseline description of professional practices of 250 EI professionals in Spain during a change to family-centered practices by the Spanish Confederation of organizations for people with intellectual disabilities, "Plena Inclusión." We conducted variance analysis on the Families in Natural Environments Scale of Service Evaluation-II (FINESSE-II), and found ideal-practices scores to be higher than typical practice in all factors of the scale. Location of the intervention and city size had an impact on the total FINESSE-II score, whereas professional demographic variables did not. Ideal practices of family-centered professionals were higher than those of non-family-centered professionals in the total score and in all factors, especially in the "Functional Intervention" factor.

The Autonomous University of Madrid (UAM) is the first Spanish university to provide training to young people with intellectual disabilities (ID) in the university environment, which qualifies them for inclusion in the workforce. In this practice brief we describe the UAM-Prodis Patronage Chair program, a successful model used at Spanish universities within the European Higher Education convention framework, which addresses the inclusion and occupational training of young people with ID in order to help them obtain employment. We begin with a review of the special education system for young people with ID in Spain. We report outcome data for students with ID who completed the program at UAM during its first four years of implementation. These outcomes indicate that the UAM-Prodis Patronage Chair program has become one of the main strategies to achieve independent living and community integration of people with ID through a postsecondary education option.

The paper provides an example of how immigration is constructed by receiving societies as a comprehension or language problem that requires special solutions. It focuses on the application of Easy-to-Read, a simplified register currently in expansion which addresses different groups of people with intellectual disabilities, to immigrants in Spain. Following a general introduction on the glottopolitical approach to migration processes and a historical overview of tendencies of discursive simplification in Europe and the Americas, the co-text of the term 'immigrants' in a corpus including drafting guides of Easy-to-Read, newspapers and websites of the supporters of this variety is analysed in the empirical part. Methods of semantic discourse analysis (semantic relations and prototype theory) allow to identify new meanings and categories that are constructed in the selected texts ('immigrant' as a co-hyponym of 'person with a disability').

Background: Overweight and obesity are major health risk factors in people with intellectual disabilities. The aim of this study was to test the effectiveness of a multicomponent programme (physical activity, diet and motivation) for overweight and obesity in adults with intellectual disabilities. Material and Methods: A quasi-experimental design with repeated-measures and non-equivalent control group (n = 33, n = 31) was used. The programme was conducted over 17 weeks, with follow-up at 6 months in a sample of Spanish adults with a mild and moderate intellectual disability from a community occupational day centre, aged from 23 to 50, 40.6% of which were women. Results: A significant reduction in weight and diastolic blood pressure was obtained over time, and this reduction was maintained in the follow-up for weight. Reduction in heart rate was only marginally significant. Conclusions: The treatment was effective in reducing overweight and obesity, improving cardiovascular capacity and therefore the physical health of the participants.

The transition to adulthood poses one of the most complex challenges for young people with intellectual disabilities. In order to conduct a wide-reaching and in-depth study of this process, we need to know the views of these young people themselves and their families. This article presents research designed to collect the experiences and perceptions of young people with disabilities and their families regarding perceived problems and support in their transition to adulthood in Spain. A qualitative case study method was used to achieve this. Data were collected in three stages on the following topics: educational pathway (primary and secondary school), social support networks and free time, and construction of a personal plan for the future (labour market inclusion and independent living). Various different instruments were used, including interviews, focus groups and visual methods. As for the results, the young people who participated in the study experienced difficulties with both successfully completing secondary education and continuing their education. The families in our study were not very satisfied with the guidance received from professionals upon finishing secondary school. They also complained about the lack of training options available to young people with disabilities. The participants expressed certain fears regarding social inclusion and labour market integration. They are aware that they will need help, and have doubts about whether they will receive the necessary support to progress with their plans for labour market integration and independent living. As a result of the study, we propose several recommendations to improve opportunities for the social inclusion of young people with disabilities in their transition to adulthood.

People with intellectual disabilities (ID) often engage in problem behaviors, such as verbal or physical aggression, property destruction, or self-injury. These behaviors become a challenge for the families and for professionals. Functional behavioral assessment (FBA) is a method used to identify variables that influence or maintain challenging behaviors (CB) and aid in the development of intervention plans. Two major concerns of FBA are that it is time-consuming and requires specialized professionals to interpret data from the natural or experimental environment. Therefore, indirect FBA methods can be used as an alternative. An instrument with excellent psychometric properties that aims to identify the function of behavior is the Questions About Behavioral Function (QABF). This study presents the adaptation of the QABF in Spain. Data from 300 participants with ID and 328 behavioral problems were obtained. An exploratory factor analysis was conducted to identify the components of the QABF, and the test-retest reliability was assessed to evaluate the stability of the QABF over time. (Contains 3 tables.)