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This article aims to explore whether and how people with intellectual disabilities in Iceland were using information and communication technology during periods of COVID-19-related social restrictions, as well as examine barriers to their access to and use of such technology. The study uses two sets of data. Survey data were collected from disabled people (n = 412) and data from focus group interviews with people with intellectual disabilities (n = 16) were used to expand and elaborate on the survey results. Contrary to previous research findings, socioeconomic status was not a significant barrier to digital access for the participants. However, the study’s results shed light on several intersecting socio-cultural hindrances that contributed to the digital exclusion of participants. The study is a contribution to a critical discussion on technological advancements, digital access, and uses that highlight the barriers derived from ableism.

This study examines the legal vulnerability of people with intellectual disabilities exposed to domestic violence and sexual abuse, and has the research question: How is the legal vulnerability of people with intellectual disabilities represented in stories of abuse and violence told by the police? The study is based on interviews with 11 police officers who coordinate such cases. The term legal vulnerability and Goffman’s theoretical perspectives of the interaction order is used to provide an understanding of factors which may challenge the competence in safeguarding their legal rights. The analysis generated five themes. Our findings suggest that their lack of competence or experience in social interaction with others makes them vulnerable to exploitation. Legal vulnerability also occurs in the interaction with the police, due to a mismatch in police officers’ expectations of an investigative interview and their challenges to account for what they have been subjected to.

The internet has become very central to today’s society. The aim of this scoping review was to map internet use among people with an intellectual disability (ID) in Sweden, and to scrutinise the phenomenon from a critical perspective. The concepts of digital divide, digital inequality, social construction of intellectual disability, and power relations were applied to conceptualise the empirical material. The results showed that people with ID have limited access to the internet. A discrepancy in approaches towards internet use was identified. Generally, people with ID subscribe to a positive view of the internet. Among professionals a generally pessimistic view was instead identified. People with ID are described as a vulnerable and naive group, who presumably cannot protect themselves from the risks the internet entails. From a critical perspective, control of internet access could strengthen asymmetric power, and human rights of social participation are withheld from people with ID.

Support organised through a personal budget aims to promote people’s choices in how they arrange their support. Participation in choices of people who use little or no verbal speech to express themselves requires that support workers use personalised communication. This article explores how support workers use personalised communication to prioritise the choices of people with intellectual disabilities about organising support through a personal budget. It applies Gormley and Fager’s framework of dimensions for personalising communication to analyse ethnographic data from four people with intellectual disabilities using personal budgets and their support workers. The analysis found that workers promoted people’s participation in choices about their support when they focused on how people preferred to express themselves. Support practice, policy and research that target people’s communication preferences in making support arrangements can have direct impact on their satisfaction with the arrangements and the quality of their personalised support.

Our study examines how staff in housing and day activity centres describe the transition of people with intellectual disabilities (ID) to old-age retirement. The data comprise the staff’s written responses to open-ended questions included in an online questionnaire. The data were analysed using content analysis, followed by further analysis using the concept of the script. We identified two main scripts in which the staff outline the transition process. According to the person-centred script, the role of the person with ID in transition is an agent with initiative and the staff are seen as enablers and supporters. In the system-driven script, the role of the person with ID is a passive object adapting to changes, while the staff seems to implement routines. This study shows inequality among aging people with ID. Their opportunities to make decisions from retirement depends on which script is followed in their municipality’s disability services and service-provider organisation.

This article discusses the findings of a study into how voluntary work provides opportunities for work inclusion and citizenship for people with intellectual disabilities. The study is based on qualitative interviews with 12 people with intellectual disabilities engaged in voluntary work in Iceland and Norway. Based on collective qualitative analysis, opportunities for meaningful social relations, competence, contribution and belonging were identified as key aspects of the participants’ experiences of volunteering. The study indicates that voluntary settings offer work that recognises the diversity of preferences, expectations and skills among people with intellectual disabilities. The study’s findings point to the importance of rethinking the meaning and boundaries of work, as participation in voluntary work provides opportunities for both inclusion and citizenship in addition to the participants’ participation in other work settings.

This article illuminates the work inclusion policies and strategies and the situation today when it comes to including people with intellectual disabilities in workplaces in Iceland, Norway, and Sweden. The article draws on official documents, previous research, and statistics. We discuss challenges regarding the current situation in the light of the United Nations Convention on the Rights of Persons with Disabilities (CRPD) and a social relational understanding of disability. The discrepancy between the current situation when it comes to work inclusion for people with intellectual disabilities in these three Nordic countries, and the perspective of human rights and work inclusion are of special interest as these have increasingly provided the framework for policies in relation to the participation of people with disabilities in the labour market. Approaches in Nordic labour market policies and practices must change to protect and promote the rights of people with intellectual disabilities at work.

In this article we explore the personal autonomy of people with intellectual disabilities who require more intensive support. The authors draw on qualitative research in Iceland carried out in the homes of 24 individuals. It is demonstrated how their personal autonomy can be defined, evaluated and enhanced in their daily lives. The conclusions show that to be able to respect personal autonomy of the participants those who support them need to view them as socially embedded, where personal autonomy is formed in relation to other people. To do that we refer to the idea of relational autonomy with support, advocacy and enablement being regarded as key elements for personal autonomy to flourish. By using this approach it is possible to note a positive change regarding respect for the personal autonomy of people with intellectual disabilities who require more intensive support. Considerable advances can still be made, however, in enhancing personal autonomy in their daily lives.

People with intellectual disabilities have increased life expectancy compared to just a few decades ago, and there is a lack of knowledge about the experiences of transition into retirement for this group. In this study, semi-structured in-depth interviews with seven retirees with intellectual disabilities were conducted in order to investigate their reasons for retirement, experiences of the transition, their activities and satisfaction with their lives as retirees. Data was analysed with systematic text condensation. Most participants described that, although they experienced the retirement process and transition as abrupt, retirement had a positive impact on health, satisfaction and self-determination. Findings in this novel study in a Nordic context are need of increased knowledge on ageing and retirement among people with intellectual disabilities, and that individual guidance might improve their transition into retirement.

In this article we explore the personal autonomy of people with intellectual disabilities who require more intensive support. The authors draw on qualitative research in Iceland carried out in the homes of 24 individuals. It is demonstrated how their personal autonomy can be defined, evaluated and enhanced in their daily lives. The conclusions show that to be able to respect personal autonomy of the participants those who support them need to view them as socially embedded, where personal autonomy is formed in relation to other people. To do that we refer to the idea of relational autonomy with support, advocacy and enablement being regarded as key elements for personal autonomy to flourish. By using this approach it is possible to note a positive change regarding respect for the personal autonomy of people with intellectual disabilities who require more intensive support. Considerable advances can still be made, however, in enhancing personal autonomy in their daily lives. [ABSTRACT FROM AUTHOR]

Support organised through a personal budget aims to promote people's choices in how they arrange their support. Participation in choices of people who use little or no verbal speech to express themselves requires that support workers use personalised communication. This article explores how support workers use personalised communication to prioritise the choices of people with intellectual disabilities about organising support through a personal budget. It applies Gormley and Fager's framework of dimensions for personalising communication to analyse ethnographic data from four people with intellectual disabilities using personal budgets and their support workers. The analysis found that workers promoted people's participation in choices about their support when they focused on how people preferred to express themselves. Support practice, policy and research that target people's communication preferences in making support arrangements can have direct impact on their satisfaction with the arrangements and the quality of their personalised support. [ABSTRACT FROM AUTHOR]

This article discusses the findings of a study into how voluntary work provides opportunities for work inclusion and citizenship for people with intellectual disabilities. The study is based on qualitative interviews with 12 people with intellectual disabilities engaged in voluntary work in Iceland and Norway. Based on collective qualitative analysis, opportunities for meaningful social relations, competence, contribution and belonging were identified as key aspects of the participants' experiences of volunteering. The study indicates that voluntary settings offer work that recognises the diversity of preferences, expectations and skills among people with intellectual disabilities. The study's findings point to the importance of rethinking the meaning and boundaries of work, as participation in voluntary work provides opportunities for both inclusion and citizenship in addition to the participants' participation in other work settings. [ABSTRACT FROM AUTHOR]

In 2016–2017, a living conditions survey was conducted among people with intellectual disabilities in Sami areas in Norway. The aim of this article is to discuss methodological aspects of carrying out living conditions studies where people with mild and moderate intellectual disabilities answer the questions themselves. What kinds of methodological challenges related to the reliability and validity of the study arise? How do we cope with these challenges? How can they affect the quality of the study? The challenge, among other things, is whether we measure what we want to measure. We argue it is possible to let people with intellectual disabilities answer surveys if we carefully consider methodological and research ethical issues throughout the entire research process. To let people with intellectual disabilities answer for themselves will strengthen the quality of the research. At the same time, we must recognise the limitations.

Background: The aim of this review is to identify and analyse the research findings in the field of young people with intellectual disabilities and social media. Method: Twelve peer-reviewed papers published in well-established and recognized journals between 2001 and 2017 were identified from electronic database searches (Web of Science, Scopus and Google Scholar), the Internet (Facebook) and correspondence with experts. Results: Six topics were identified through thematic analysis of the texts: opportunities, risk and vulnerability, sexuality, identity, barriers and support. Conclusion: The latest research on young people with intellectual disabilities is characterized by issues of risk, vulnerability and support. The concept of positive risk-taking is suggested for the development of methodological approaches in practice and research. Furthermore, vulnerability, online and offline activities and identity formation should be examined more closely, and there is a call for new research methods in this area, for example observations and netnography.

People with intellectual disabilities have increased life expectancy compared to just a few decades ago, and there is a lack of knowledge about the experiences of transition into retirement for this group. In this study, semi-structured in-depth interviews with seven retirees with intellectual disabilities were conducted in order to investigate their reasons for retirement, experiences of the transition, their activities and satisfaction with their lives as retirees. Data was analysed with systematic text condensation. Most participants described that, although they experienced the retirement process and transition as abrupt, retirement had a positive impact on health, satisfaction and self-determination. Findings in this novel study in a Nordic context are need of increased knowledge on ageing and retirement among people with intellectual disabilities, and that individual guidance might improve their transition into retirement. [ABSTRACT FROM AUTHOR]

Our study examines how staff in housing and day activity centres describe the transition of people with intellectual disabilities (ID) to old-age retirement. The data comprise the staff's written responses to open-ended questions included in an online questionnaire. The data were analysed using content analysis, followed by further analysis using the concept of the script. We identified two main scripts in which the staff outline the transition process. According to the person-centred script, the role of the person with ID in transition is an agent with initiative and the staff are seen as enablers and supporters. In the system-driven script, the role of the person with ID is a passive object adapting to changes, while the staff seems to implement routines. This study shows inequality among aging people with ID. Their opportunities to make decisions from retirement depends on which script is followed in their municipality's disability services and service-provider organisation. [ABSTRACT FROM AUTHOR]

A gap between the basic principles of deinstitutionalisation programmes and reality is evident in many countries. In this article, we approach this gap, using the deinstitutionalisation process in Finland as an example, as an incongruity between progressive disability policy and neoliberal economic policies. Drawing on earlier research and reports on both the neoliberal turn in economic policy and thinking and the current state of services for people with intellectual disabilities, we explore the ways in which the neoliberal turn has shaped the deinstitutionalisation process in Finland. We argue that it has at the same time accelerated the closure of long-stay institutions and hampered the development of alternative services. We identify which neoliberal economic policies are among the most crucial with respect to the development of the system of services for people with intellectual disabilities, and then analyse their effects. We offer also a theoretical interpretation of neoliberalism, arguing that at heart it is a political project.

This paper presents a critical synthesis of a selection of national and international research concerning the working life of people with intellectual disabilities who have left special upper secondary school. The 30 studies selected were carried out between 1996 and 2006, and involved two different welfare state models. These studies have been scrutinized and associated with five themes that include factors of importance. The first result that the review indicates is that it is difficult for people with intellectual disabilities to get and keep a job, and the second is that to obtain and keep a job is part of a process in which they are able (and/or should be able) to participate, because the process leads to the normalization of a pattern of life. It seems that the pathway to a job goes via some form of special organized support, which is often found within what is called welfare services/care for the disabled. The review also shows that this topic is mainly studied from a gender-neutral standpoint, and that individual factors are emphasized to a much higher degree than factors related to the environment, such as organizations and attitudes.

The Internet has become an increasingly common way for people to contact each other, to flirt, fall in love and start relationships. How does this development influence today's young people with intellectual disabilities? The article presents a picture of the Internet experiences of some young adults with intellectual disabilities and discusses how others view this usage. It is based on a qualitative study in Sweden where 10 young people with intellectual disabilities and 12 staff members were interviewed. The interviews show that young people with intellectual disabilities also use the Internet, mainly for social and romantic reasons. They view the Internet as a positive arena where they can be “like everybody else” and therefore generally present themselves without mentioning their disabilities. However, people around them tend to worry considerably and focus mainly on the risks involved in this usage of the Internet.

Quality of life (QoL) is seldom described in terms of the essence of what it is. Also, an essential task for the research community is to create space for the voices of people with intellectual disabilities. The aim of the present study was to understand the lived meaning and the essence of QoL in adults with this disability. Using a phenomenological approach, 21 informants living in a Swedish county were interviewed. The interviews were audio taped and analyzed with the empirical phenomenological psychological method. The results indicate that the general essence of QoL consists of well-being and five themes: social adult status, control of life, personal safety, social belonging and self-chosen solitude. The results challenge the stereotype of the informants as passive receivers of support from others. The interrelatedness between the five themes of QoL should be further studied.

The study on the comparability of the quality of life of persons with intellectual disabilities to the quality of life of members of the general population was based on data from a number of Finnish research projects. Although people with intellectual disabilities were generally found to be equally as happy with their lives as the overall Finnish population, it seemed that they experience more physical violence and more stress. One of the central problems in comparing the quality of life of different groups is the great diversity of their circumstances and, consequently, their life experiences. This problem is exacerbated by the fact that comparability of research results is impaired by modifications and variations in the survey instruments used in different studies. Finally, in interpreting comparative results it is vital to consider the potentially diverse array of meanings that certain life domains hold for different groups of people.

This paper reports findings from a study funded by the Foundation for People with Learning Disabilities which aimed to explore experiences of anxiety and depression among 17 young people with learning disabilities in Scotland. A series of unstructured interviews were conducted with the young people while one semi-structured interview took place with their families and/or with relevant professionals. The young people talked about their distress in various ways, including medical terms, bodily sensations, feelings and emotions, behaviours, and specific fears. Those who could identify the cause(s) of their distress referred to stressful life events, troublesome medical conditions, difficulties negotiating the transition to adulthood, and social isolation. The young people said relatively little about what helped reduce their distress: a few had good formal or informal support while others had tried to develop their own coping strategies. The findings are discussed in relation to social crisis theory. Policy and practice implications are highlighted.

The food provision for people with intellectual disability (ID) in Sweden is organized within their own households. The aim of this study was to describe how foodwork – planning for meals, shopping for food and cooking – is performed in different social contexts in community settings involving people with ID, staff or both. Dietary intake in the main meals in relation to foodwork practice was also studied. Four different foodwork practices could be distinguished. For some participants only one kind of foodwork practice was found, but for most of them two or more different practices. There was a tendency that food items and dishes chosen and used differed depending on what foodwork practice was performed, which, in turn, affected the nutrient intake. More attention needs to be directed to these everyday matters as a means to increase the quality of support in food for people with ID.

The Internet has become an increasingly common way for people to contact each other, to flirt, fall in love and start relationships. How does this development influence today's young people with intellectual disabilities? The article presents a picture of the Internet experiences of some young adults with intellectual disabilities and discusses how others view this usage. It is based on a qualitative study in Sweden where 10 young people with intellectual disabilities and 12 staff members were interviewed. The interviews show that young people with intellectual disabilities also use the Internet, mainly for social and romantic reasons. They view the Internet as a positive arena where they can be "like everybody else" and therefore generally present themselves without mentioning their disabilities. However, people around them tend to worry considerably and focus mainly on the risks involved in this usage of the Internet. [ABSTRACT FROM AUTHOR]

In 2016-2017, a living conditions survey was conducted among people with intellectual disabilities in Sami areas in Norway. The aim of this article is to discuss methodological aspects of carrying out living conditions studies where people with mild and moderate intellectual disabilities answer the questions themselves. What kinds of methodological challenges related to the reliability and validity of the study arise? How do we cope with these challenges? How can they affect the quality of the study? The challenge, among other things, is whether we measure what we want to measure. We argue it is possible to let people with intellectual disabilities answer surveys if we carefully consider methodological and research ethical issues throughout the entire research process. To let people with intellectual disabilities answer for themselves will strengthen the quality of the research. At the same time, we must recognise the limitations. [ABSTRACT FROM AUTHOR]

Background: The aim of this review is to identify and analyse the research findings in the field of young people with intellectual disabilities and social media. Method: Twelve peer-reviewed papers published in well-established and recognized journals between 2001 and 2017 were identified from electronic database searches (Web of Science, Scopus and Google Scholar), the Internet (Facebook) and correspondence with experts. Results: Six topics were identified through thematic analysis of the texts: opportunities, risk and vulnerability, sexuality, identity, barriers and support. Conclusion: The latest research on young people with intellectual disabilities is characterized by issues of risk, vulnerability and support. The concept of positive risk-taking is suggested for the development of methodological approaches in practice and research. Furthermore, vulnerability, online and offline activities and identity formation should be examined more closely, and there is a call for new research methods in this area, for example observations and netnography. [ABSTRACT FROM AUTHOR]

A gap between the basic principles of deinstitutionalisation programmes and reality is evident in many countries. In this article, we approach this gap, using the deinstitutionalisation process in Finland as an example, as an incongruity between progressive disability policy and neoliberal economic policies. Drawing on earlier research and reports on both the neoliberal turn in economic policy and thinking and the current state of services for people with intellectual disabilities, we explore the ways in which the neoliberal turn has shaped the deinstitutionalisation process in Finland. We argue that it has at the same time accelerated the closure of long-stay institutions and hampered the development of alternative services. We identify which neoliberal economic policies are among the most crucial with respect to the development of the system of services for people with intellectual disabilities, and then analyse their effects. We offer also a theoretical interpretation of neoliberalism, arguing that at heart it is a political project. [ABSTRACT FROM AUTHOR]

This paper presents a critical synthesis of a selection of national and international research concerning the working life of people with intellectual disabilities who have left special upper secondary school. The 30 studies selected were carried out between 1996 and 2006, and involved two different welfare state models. These studies have been scrutinized and associated with five themes that include factors of importance. The first result that the review indicates is that it is difficult for people with intellectual disabilities to get and keep a job, and the second is that to obtain and keep a job is part of a process in which they are able (and/or should be able) to participate, because the process leads to the normalization of a pattern of life. It seems that the pathway to a job goes via some form of special organized support, which is often found within what is called welfare services/care for the disabled. The review also shows that this topic is mainly studied from a gender-neutral standpoint, and that individual factors are emphasized to a much higher degree than factors related to the environment, such as organizations and attitudes. [ABSTRACT FROM AUTHOR]

The overarching aim of this study is to explore guardianship in terms of its impact on daily lives of adults with intellectual disabilities in Sweden. Based on qualitative interviews, the article focuses on the expected and actual role of limited guardians for people with intellectual disabilities in the context of Swedish laws. Our findings show that the legal definition of limited guardianship is unclear and that this lack of clarity, among other dilemmas, creates conflict among clients, guardians, relatives, professionals and care workers. The guardian may be expected to act as an accountant, a legal advocate, or even a surrogate family member. The result is consistent with previous research in other countries on the consequences of guardianship. The current legislation on limited guardianship is in need of amendment in order to avoid legal uncertainty and ambiguity among clients and their support network. [ABSTRACT FROM AUTHOR]

Quality of life (QoL) is seldom described in terms of the essence of what it is. Also, an essential task for the research community is to create space for the voices of people with intellectual disabilities. The aim of the present study was to understand the lived meaning and the essence of QoL in adults with this disability. Using a phenomenological approach, 21 informants living in a Swedish county were interviewed. The interviews were audio taped and analyzed with the empirical phenomenological psychological method. The results indicate that the general essence of QoL consists of well-being and five themes: social adult status, control of life, personal safety, social belonging and self-chosen solitude. The results challenge the stereotype of the informants as passive receivers of support from others. The interrelatedness between the five themes of QoL should be further studied. [ABSTRACT FROM AUTHOR]

Inclusive research has become an increasing focus of research with people with disabilities, particularly people with intellectual disabilities. In this paper the authors argue that this generalized term covers a range of different approaches to including people with intellectual disabilities in research. Based on three case studies in which the authors were academic researchers the paper explores different approaches to inclusive research, raises questions about the place of inclusive research in relation to advocacy and academic research and explores some of the benefits and challenges of inclusive research with people with learning disabilities. [ABSTRACT FROM PUBLISHER]

Narrating personal experiences can be challenging for persons with intellectual disabilities. However, they can, and do, participate as narrators in co-constructed stories. Our choice of narrative frameworks will influence how their skills are perceived and developed. When narrators have severe intellectual disabilities, a preoccupation with linear structure is likely to disadvantage them, and approaches designed for monologues, that focus on verbal linguistic elements, emphasise impairments rather than competence. Personal narratives told in everyday interactions have received little attention in this context. Two complementary perspectives, event structure and ethnopoetics, were used to analyse a small story shared between tenants and staff, highlighting different aspects of both narrative competence and conversational scaffolding. This analysis demonstrates that individuals with severe intellectual disabilities can make effective narrative contributions, using a range of patterned and evaluative strategies when stories are co-constructed within appropriately scaffolded interactions. [ABSTRACT FROM AUTHOR]

The international literature continues to show that parents with intellectual disabilities (ID) do not receive proper support and face disproportionate rates of custody deprivation. Despite the efforts of activists, critical scholars and some progressive support workers, it seems that the situation of parents with ID have not improved much. Iceland ratified the United Nations Convention on the Rights of Persons with Disabilities (CRPD) in 2016. This contribution is one part of a larger project that aims to explore the impact of the ratification of the CRPD on service responses to parents with ascribed ID. Thirteen indepth interviews were conducted with staff supporting these parents. The findings indicated attitudinal and organizational barriers to realizing the goals of the CRPD in this area. However, the findings also indicated a number of pathways forward upon which to build and which may help to produce better outcomes for parents with ID. [ABSTRACT FROM AUTHOR]

People with intellectual disabilities are often regarded as subjects of care and support, rather than citizens with the same rights as others. This article aims to describe how young adults experience and perceive attitudes, treatment and participation in terms of the application process for daily activity/sheltered employment, as well as their transition into this activity and their first years' experience of it. The study was carried out in a middle-sized municipality in Sweden. Data were collected from 14 people with mild to moderate intellectual disabilities, aged between 21 and 23 years. The interviews were supported by the use of pictograms. Qualitative content analysis was used to analyse the data. The participants stated that they wished to be listened to as adults, and to participate in decisions about daily activity/sheltered employment. They wished to be treated and accepted as individuals, not according to their disabilities. They wanted to participate, and the opportunity to do so would require an accepting environment. [ABSTRACT FROM AUTHOR]

The food provision for people with intellectual disability (ID) in Sweden is organized within their own households. The aim of this study was to describe how foodwork – planning for meals, shopping for food and cooking – is performed in different social contexts in community settings involving people with ID, staff or both. Dietary intake in the main meals in relation to foodwork practice was also studied. Four different foodwork practices could be distinguished. For some participants only one kind of foodwork practice was found, but for most of them two or more different practices. There was a tendency that food items and dishes chosen and used differed depending on what foodwork practice was performed, which, in turn, affected the nutrient intake. More attention needs to be directed to these everyday matters as a means to increase the quality of support in food for people with ID. [ABSTRACT FROM PUBLISHER]

This paper reports findings from a study funded by the Foundation for People with Learning Disabilities which aimed to explore experiences of anxiety and depression among 17 young people with learning disabilities in Scotland. A series of unstructured interviews were conducted with the young people while one semi-structured interview took place with their families and/or with relevant professionals. The young people talked about their distress in various ways, including medical terms, bodily sensations, feelings and emotions, behaviours, and specific fears. Those who could identify the cause(s) of their distress referred to stressful life events, troublesome medical conditions, difficulties negotiating the transition to adulthood, and social isolation. The young people said relatively little about what helped reduce their distress: a few had good formal or informal support while others had tried to develop their own coping strategies. The findings are discussed in relation to social crisis theory. Policy and practice implications are highlighted. [ABSTRACT FROM AUTHOR]

Parents of children with a mild intellectual disability experience more distress and require more support than other parents. The aim was to investigate the perceived family needs of parents of children with an MID and to investigate the relationship between parents’ perceived self-efficacy in their parental role and in collaborating with professionals as well as with their perceived needs for support. Interviews were based on questionnaires to the parents of 38 children. The results revealed that parents perceived need for information, respite, and venues in which to meet other parents in similar situations. The informational needs were related to parental self-efficacy and obtaining support. A lower need for information was related to higher perceived control over services. In conclusion, it appears that professionals need to work to strengthen parents’ ability to ask for support and to express the needs. Well-informed parents will develop stronger parental self-efficacy and perceived control over services. [ABSTRACT FROM PUBLISHER]

One goal with the UN Convention on the Rights of Persons with Disabilities is ensuring that persons with disabilities have the right to support in reaching and acting upon decisions. The aim of this pilot study was to explore how adults with intellectual disability describe their experiences of receiving support and being represented by a limited guardian. Two overall themes emerged from eight qualitative individual semistructured interviews: Indispensable and valuable support and Mismanagement of the assignment. Our findings showed that limited guardianship is more complex than it may initially seem due to overlaps between protecting rights, ensuring support for the person, and managing financial matters. Mutual trust and the guardian's ability to listen and be open to the client's changing needs reduced the risk of the client being misrepresented or receiving insufficient support. To support assisted decision-making, limited guardians must develop their pedagogical skills and gain knowledge about intellectual disability. [ABSTRACT FROM AUTHOR]

For people with intellectual disabilities, the potential for self-determination depends on both personal characteristics and factors related to the social environment. This study examines barriers and facilitators to self-determination among residents at facilities for people with intellectual disabilities. We held 13 focus group discussions to explore the opinions and experiences of 10 people with mild to moderate intellectual disabilities and 10 social care professionals at three residential facilities in Western Switzerland. We identified environmental, personal, and relational barriers and facilitators to self-determination associated with attitudes, representations, and institutional settings. Within the social environment of people with intellectual disabilities, relationships based on trust, partnership, and collaboration appear to promote self-determined behaviours. Ideally, strategies for promoting self-determination among people with intellectual disabilities should take both personal characteristics and the social environment into account. [ABSTRACT FROM AUTHOR]