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BackgroundPhotovoice is an arts-based participatory action research methodology that is growing in popularity. Our aim was to systematically review photovoice research with people with intellectual disabilities to describe the current ‘state of the art’ and identify areas for further methodological consideration.MethodsWe searched five databases using search terms relating to photovoice and intellectual disabilities. Thirty one studies met inclusion criteria. We used thematic analysis to identify common themes.FindingsThe themes identified—adaptations to the photovoice method, collaboration, participation and power, impact and outcomes—explored how far the ‘voice’ and agency of participants with intellectual disabilities taking part in photovoice research were supported and whether photovoice lived up to its promise as ‘action’ research.ConclusionPhotovoice creates opportunities for self-representation of people with intellectual disabilities through photography. Participants could be further supported to engage with researchers in critical reflection on findings and collaborate on tangible outcomes.

How do health and social care professionals deal with undecipherable talk produced by adults with intellectual disabilities (ID)? Some of their practices are familiar from the other-initiated repair canon. But some practices seem designed for, or at least responsive to, the needs of the institutional task at hand, rather than those of difficult-to-understand conversational partners. One such practice is to reduce the likelihood of the person with ID issuing any but the least repair-likely utterances, or indeed having to speak at all. If they do produce a repairable turn, then, as foreshadowed by Barnes and Ferguson’s (2015) work on conversations with people with aphasia, their interlocutors may overlook its deficiencies, respond only minimally, simply pass up taking a turn, or deal with it discreetly with an embedded repair. When the interlocutor does call for a repair, they will tend to offer candidate understandings built from comparatively flimsy evidence in the ID speaker's utterance. Open-class repair initiators are reserved for utterances with the least evidence to go on, and the greatest projection of a response from the interlocutor. We reflect on what this tells us about the dilemma facing those who support people with intellectual disabilities.

Background: Concerns about health inequalities experienced by people with intellectual disability (ID) have led to many health information materials being created in an “Easy Read” format. This study aimed to understand the practices involved in making information accessible.Methods: Individual, pair and group interviews were conducted involving people with and without ID based in non-profit organisations, academic, and health service settings. Thematic analysis addressed the creation of Easy Read health resources, the format and content of the texts, and how producers imagine the texts are received by potential audiences.Results: Little consensus emerged of the best way to produce Easy Read health information. Lacking systematic feedback, participants described imagined audiences and contexts for their reception.Conclusions: Production of Easy Read resources has become widespread despite current limited evidence of impact. Interactions between social groups involved in the production process and the wider policy and legislative context contribute to this situation.