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People with intellectual and developmental disabilities have a higher risk of mortality from COVID-19 than the general population. Providers may assume that this is due to the burden of comorbidities for this population; however, the disparity in mortality persists even when controlling for comorbidities. We review the current policies and practices that may be contributing to this higher level of mortality. We contend that pervasive ableism among medical providers leads to a variation in the medical care options that are provided to people with intellectual disabilities and their families. Due to this bias, poor outcomes for people with intellectual disabilities may become a self-fulfilling prophecy. We make recommendations to address the modifiable factors that are contributing to the higher level of mortality for people with intellectual disabilities who are infected with COVID-19, provide strategies to combat ableism within the medical field, and discuss the unique role of the primary care physician as an advocate.

Purpose This narrative review aims to examine how trans people with intellectual disabilities are perceived and discussed in the academic literature. Design/methodology/approach A narrative review was carried out to better understand the positioning of people with intellectual disabilities who identify as trans. Findings There was a lack of clear terminology, an over medicalization of both people with intellectual disabilities and trans people and evidence that identifying with a non-conforming gender identity was seen as a problem by services. Services need to be better informed about issues around gender identity so that they are able to better support trans people with intellectual disabilities. Originality/value To the best of the authors’ knowledge, no previous literature review has focused only on trans people with intellectual disabilities.

Virtual reality (VR) is a promising tool for training life skills in people with intellectual disabilities. However, there is a lack of evidence surrounding the implementation, suitability, and effectiveness of VR training in this population. The present study investigated the effectiveness of VR training for people with intellectual disabilities by assessing (1) their ability to complete basic tasks in VR, (2) real-world transfer and skill generalisation, and (3) the individual characteristics of participants able to benefit from VR training. Thirty-two participants with an intellectual disability of varying severity completed a waste management training intervention in VR that involved sorting 18 items into three bins. Real-world performance was measured at pre-test, post-test, and delayed time points. The number of VR training sessions varied as training ceased when participants met the learning target (≈ 90% correct). A survival analysis assessed training success probability as a function of the number of training sessions with participants split by their level of adaptive functioning (as measured on the Adaptive Behaviour Assessment System Third Edition). The learning target was met by 19 participants (59.4%) within ten sessions (Mdn = 8.5, IQR 4–10). Real-world performance significantly improved from pre- to post-test and pre- to delayed test. There was no significant difference from post- to delayed test. Further, there was a significant positive relationship between adaptive functioning and change in the real-world assessment from the pre-test to the post- and delayed tests. VR facilitated the learning of most participants, which led to demonstrations of real-world transfer and skill generalisation. The present study identified a relationship between adaptive functioning and success in VR training. The survival curve may assist in planning future studies and training programs.

Background: Using inclusive research methods with people with intellectual disabilities is increasingly common. A recent consensus statement identified key elements when conducting and reporting inclusive research with people with intellectual disabilities. This review identifies the range of health and social care research topics using inclusive research methodologies, systematically appraises the involvement of researchers with intellectual disabilities, and identifies facilitators and barriers to inclusive research. Researchers' experiences of engaging with inclusive research are synthesised. Method: Seventeen empirical studies focused upon inclusive health and social care research were identified. The associated inclusive research methodologies employed, and the stages in which researchers with intellectual disabilities were involved, along with the experiences of researchers with and without intellectual disabilities were synthesised. Results: Papers focused on a broad range of health and social care topics and largely employed qualitative or mixed-methods designs. Researchers with intellectual disabilities were frequently involved with data collection, analysis and dissemination. Facilitators of inclusive research comprised sharing power, team working, having sufficient resources and making research methodologies accessible. Conclusions: Researchers with intellectual disabilities are involved in a wide range of methodologies and research tasks. How the added value of inclusive research is measured and its impact on outcomes, require consideration.

Purpose The use of anti-dementia medication in people with intellectual disabilities has been controversial and requires additional research to assess the efficacy of such medications. An essential part of this treatment (both in terms of research and clinical practice) is having robust outcome measures to assess the efficacy of these medications for individuals. Currently there is no consensus in the UK regarding which outcome measures, in conjunction with clinical judgement, are effective in informing clinicians’ decision-making regarding anti-dementia medication management and this paper aims to present useful outcome measures. Design/methodology/approach A comprehensive literature search was conducted to identify relevant outcome measures. Outcome measures focused on aspects of patients’ presentation such as cognition, activities of daily living, neuropsychiatric presentation or the impact of their presentation (either on themselves, or on others). These outcome measures were critically appraised to ascertain their suitability in informing clinician’s decisions regarding management of anti-dementia medication. The focus of this appraisal was on good quality measures that are practical and accessible and can be easily used within clinical NHS services. Findings This paper provides advice for clinicians on using appropriate outcome measures, depending on patients’ presentations and the symptoms of dementia being targeted, that can be used alongside their clinical assessment to enhance their anti-dementia medication management. Two case studies are presented to illustrate the use of such outcome measures. Originality/value The case for using a range of assessments that are both broad in focus, and those specifically selected to measure the areas of functioning targeted by the anti-dementia medication, is presented.

Mindfulness helps people focus on what is happening right now. It can help people to have good mental health.A group of researchers from the USA created a mindfulness-based therapy for people with intellectual disabilities, called Soles of the Feet.Soles of the Feet teaches people with intellectual disabilities to focus on the soles of their feet, instead of focusing on difficult thoughts and feelings.This paper thinks about how Soles of the Feet works for people with intellectual disabilities.

A train left Greenwood Station outside Philadelphia on April 20, 1897. It carried 153 people from the Pennsylvania Training School for Feeble-Minded Children (now Elwyn) to the first government-operated facility for people with intellectual disabilities in Pennsylvania: the State Institution for Feeble-Minded of Western Pennsylvania at Polk (now Polk Training Center). Since 1852 Elwyn, a privately operated school, served as the only long-term out-of-home option in Pennsylvania designed specifically for people with intellectual disabilities. Over the ensuing decades, Polk became part of a statewide institutional system that during the 1960s housed over 13,000 people. Written amidst the context of these state institutions closing in recent years, this article details their beginnings and the lives of the 153 people on that train. Previously unexamined Elwyn and Polk archival material present these stories in the context of the emergent clinical, economic, moral, and political forces that promoted the institutional model.

This paper addresses the issue of accessibility to written information in cultural spaces for people with intellectual disabilities (ID). The main goal is to present a process aimed at creating Easy-to-Read (EtR) texts. Two groups of participants with different levels of ID – moderate (N=7) and severe (N=7) – have been actively involved in the process of simplification of written resources within the Natural Science Museum, site in Trieste. We analyze the process that serve to create EtR textual resources functional for people with ID showing different levels of reading and comprehension abilities. By using an Inclusive Research approach, the contribution underlines the importance to include the voice of people with disabilities in the process of transformation of social and cultural spaces. Accessibilità alle risorse testuali per le persone con Disabilità Intellettiva all’interno degli spazi culturali Questo articolo affronta la questione dell’accessibilità alle informazioni negli spazi pubblici per le persone con disabilità intellettive. L’obiettivo principale è quello di presentare un processo volto a proporre comunicazioni comprensibili e informative supportate da testi semplificati. Due gruppi di partecipanti con diversi livelli di disabilità intellettiva – moderata (N=7) e grave (N=7) – sono stati attivamente coinvolti nel processo di semplificazione delle risorse scritte all’interno del Museo di Scienze Naturali, sito a Trieste. Il disegno di ricerca è un metodo misto che comprende la raccolta di dati sia quantitativi che qualitativi volti ad esplorare criteri di leggibilità e comprensibilità delle risorse testuali considerando diversi livelli di semplificazione. Il contributo sottolinea l’importanza di includere la voce delle persone con disabilità nel processo di trasformazione degli spazi sociali e culturali.

[EN] The fgure of the sexual assistant is increasingly demanded as a right in the disabilities feld. This fgure requires debate, adaptation to the characteristics of countries and cultures, as well as to the characteristics of people with intellectual and developmental disabilities. This study presents the work carried out with representatives of Spanish organizations of people with intellectual disabilities to develop a proposal for the fgure of support staf for sexual behavior. Together with a rights perspective, this proposal is aligned with the Supports paradigm to better meet the health and behavior needs of users. The fgure is framed within the auto-erotic and therapeutic model of sexual assistance. This fgure excludes characteristics of the erotic model that involves interaction or sexual exchange between the sexual assistant and the individual with a disability. Several advantages and disadvan tages need to be carefully considered before implementing this support in a delivery service model. We argue that the proposed fgure requires specifc accreditation, training, and monitoring., Publicación en abierto financiada por el Consorcio de Bibliotecas Universitarias de Castilla y León (BUCLE), con cargo al Programa Operativo 2014ES16RFOP009 FEDER 2014-2020 DE CASTILLA Y LEÓN, Actuación:20007-CL - Apoyo Consorcio BUCLE.

Objective: People with intellectual disabilities (ID) are largely dependent on their environment to live healthily and, in this, ID-support organizations play a vital role. An environmental asset mapping tool for ID-support settings has been developed. This study aims to provide insight into whether or not the tool can provide a comprehensive view on assets in the system and actionable knowledge to improve healthpromoting capacities in ID-support settings. Methods: Fifty-seven users from four setting completed the tool on availability, user satisfaction, and dreams regarding social, physical, organizational, and financial assets. Results: The findings provide a comprehensive view of available assets. Together with user satisfaction and dreams for improvements, they provide actionable knowledge for improving the health-promoting capacities of the settings, including: (1) how use of available assets can be improved, (2) the type of assets that should be enriched, and (3) the assets that can be added to the system. Conclusion: The asset mapping tool provides a comprehensive view on assets in the system and actionable knowledge to improve health-promoting capacities in ID-support settings. Practice implications: ID-support organizations can use the tool to generate actionable bottom-up knowledge for priority setting and implementing interventions to improve their health-promoting capacities. (c) 2021 The Author(s). Published by Elsevier B.V. CC_BY_NC_ND_4.0

Research looking into the day-to-day lives of people with intellectual disabilities (ID) is on the increase in Africa. However, not enough is being done to include people with ID as active contributors to this research through inclusive approaches. Inclusive research empowers people with ID as they have the agency and autonomy to speak for themselves and they are given an active voice in the research process and outcomes. This leads to services that cater for what matters to people with ID themselves as opposed to having their needs defined by other people. The common myths and misconceptions attached to ID in Africa, which increase stigma towards people affected by this type of disability can be abated by their visibility in research and evidence of their ability to express themselves. This article makes a call to researchers on the African continent to include people with ID in research as active contributors to the research and not simply as research subjects or respondents. A background is given of global developments that have occurred in inclusive research based on the literature and the author’s personal experience, which African researchers can learn from while taking cognizance of the specific needs of their own contexts. This is followed by highlighting the gaps in Africa. The article ends with a discussion of possible reasons for a lack of inclusive research in Africa and suggestions and recommendations to address this gap.

PurposeThe high and persistent unemployment rates of people with intellectual disabilities (PwID) reveal the wide gap that still remains to be bridged. Entrepreneurship combinedly with a high enterprising tendency could improve PwID's life satisfaction.Design/methodology/approachA mixed-method approach was used, based on questionnaires and structured face-to-face interviews on 37 PwID who had recently become entrepreneurs. Data were firstly quantitatively analyzed using partial least squares-structural equation modelling (PLS-SEM), and qualitative data were used to enable robust findings.FindingsThe entrepreneurial tendency of PwID who had recently become entrepreneurs was found to be a positive to their life quality (LQ), job satisfaction and life satisfaction.Research limitations/implicationsThis study revealed that entrepreneurship among PwID who had high enterprising tendency enhances their LQ, job satisfaction and life satisfaction. However, further research could evaluate whether becoming an entrepreneur is in itself enough to change PwID's life to better, such that a comparison could be done between PwID who become entrepreneurs and PwID who have a salaried job.Practical implicationsNew aspects in the design of public social policies to improve PwID's life satisfaction are suggested. These include the facilitation of both entrepreneurship and enterprising tendency for PwID to enhance their life satisfaction.Originality/valueThere are very few occasions in which PwID set up businesses. This is one of the first studies to analyze the benefit of entrepreneurship and enterprising tendency on the LQ, the satisfaction at work and the life satisfaction of PwID.

Purpose As Clinical Psychologists working in a tertiary Intellectual Disability (ID) service in the UK, this paper aims to address the impact of Covid-19 – and the subsequent transition out of Covid-19 restrictions – on individuals with an ID, and the clinicians working alongside them. Additionally, the paper reflects upon how Covid-19 has shaped and manipulated therapeutic communities and environments. Design/methodology/approach This paper is reflective in nature and reviews current evidence associated with how people with an ID experienced the impact of Covid-19. Clinicians reflect upon their shared experience in line with this evidence. Findings This paper highlights perpetuating inequalities and injustices on people with an ID as a result of Covid-19. Further, it is indicated that that there should be consideration of how people with an intellectual disability experience transitions back to their day-to-day environments and encourages clinicians to widely consider how to shape therapeutic communities and environments. Originality/value Multiple themes have been addressed in this paper, and the reflections add to an understanding of how those individuals specifically working in, or using intellectual disability services, have experienced the Covid-19 pandemic, though a critical lens.

People with intellectual disability access innovative technologies in disability community centres in Australia, under the guidance of support workers. This article investigates the perspectives of 15 support workers and 5 managers across four community centres on the introduction and use of technology like tablets, video games, 3D printing, virtual reality, and social robots. They had diverse views on who is responsible for facilitating, embedding, and shaping technology for learning life skills and socializing. We found technology use to be driven by facilitator's knowledge (pre-existing, observed, or trained), interests, the value they place on the interactions afforded by the technology, and organization values. We discuss how future designs can emphasise communities of users while empowering individuals to achieve their goals. We suggest co-design strategies for assistive technology that involve support workers in the dual roles of proxy and co-user. We finally discuss how broader organisational factors can influence appropriation and use.

BackgroundThis meta-analysis aims to: (i) describe the pooled prevalence of diabetes in people with intellectual disabilities, (ii) investigate the association with demographic, clinical and treatment-related factors and (iii) compare the prevalence versus age- and gender-matched general population controls.MethodsPubmed, Embase and CINAHL were searched until 01 May 2021. Random effects meta-analysis and an odds ratio analysis were conducted to compare rates with controls.ResultsThe trim- and fill-adjusted pooled diabetes prevalence amongst 55,548 individuals with intellectual disabilities (N studies = 33) was 8.5% (95% CI = 7.2%–10.0%). The trim- and fill-adjusted odds for diabetes was 2.46 times higher (95% CI = 1.89–3.21) (n = 42,684) versus controls (n = 4,177,550).Older age (R2 = .83, p p = .009) and co-morbid depression (R2 = .18, p = .04), anxiety (R2 = .97, p R2 = 0.29, p ConclusionsOur findings demonstrate that people with intellectual disabilities are at an increased risk of diabetes, and therefore routine screening and multidisciplinary management of diabetes is needed.

Purpose This paper aims to discuss the barriers that people with intellectual disabilities face to come out as transgender in the context of a paucity of research with or about this group. Design/methodology/approach The commentary and brief overview of trans participation in literature on people with intellectual disabilities presented in this paper is informed by a Queer Theory and Critical disabilities Studies approach. Findings Researchers in this area are correct that there is insufficient literature that addressed the experiences of trans people with intellectual disabilities; however, for trans people with intellectual disabilities to be involved in research they must first be safe to self-identify and come out in their communities and services. Existing research suggests that people with intellectual disabilities may face additional barriers to self-identifying as LGTBQ, and that for those who have claimed a trans identity, it is not safe to come out. Social implications There is a need for researchers and professional and lived experience experts to be engaged in policy and social research with the aim of creating safe spaces and communities for people with intellectual disabilities to explore and affirm their gender. Originality/value There are no published papers that redirect focus from a paucity of research into the experiences of trans people with intellectual disabilities towards addressing why trans people with intellectual disabilities may choose not to come out in a context of hostility towards transgender identity in disabilities services.

The ongoing coronavirus disease 2019 (COVID-19) pandemic has affected the global population, especially the vulnerable groups such as children, the elderly, indigenous people, and people with disabilities. Restriction and limited access to education, health, and public services due to measures taken to cope with the pandemic have made life even more difficult for people with disabilities, particularly those with intellectual ones. People with intellectual disabilities were not counted as a high-risk population, thus being excluded in most public health measurements that are done to encounter the pandemic. Several investigations have been conducted to explore the impacts of the COVID-19 pandemic on children, women, and the elderly, yet very few discussed how pandemics affected people with intellectual disabilities. This article is a review of existing literature using Medical Subject Headings (MeSH) keywords like “COVID-19” and “intellectual disabilities” which was conducted in Pubmed, Web of Science, Mendeley, Google Scholar and ResearchGate to find related studies. Here we reviewed studies on the impacts of the COVID-19 pandemic on people with intellectual disabilities, including access to education, healthcare, public services, and other related concerns. We also discussed the inclusivity of COVID-19 prevention and control measures taken so far and how it should be designed to accommodate people with intellectual disabilities. This review is expected to provide an insight for the stakeholders and policymakers to employ better and more inclusive approach in the management of pandemic to ensure the wellbeing and rights of people with disabilities in general and people with intellectual ones in particular.

People with intellectual disabilities are a particularly vulnerable group, at an increased risk of mortality from COVID-19 and of poor mental health. Psychologists providing mental health support to people with intellectual disabilities report poorer mental wellbeing and higher occupational stress. Moreover, they raise concerns about the ability of people with intellectual disabilities to engage with digital technologies for mental health support in the context of reduced face-to-face psychological provision.The study aimed to understand psychologists' experiences of working with people with intellectual disabilities during the pandemic.Semi-structured interviews were conducted with 11 psychologists from community intellectual disabilities services. Data were analysed using interpretative phenomenological analysis.Two superordinate themes emerged. Survive or Thrive highlighted the challenges and successes clinical psychologists experienced while working during the pandemic. 'Left to Their Own Devices' described psychologists' experiences of their clients as forgotten within society.The current study demonstrates psychologists' ability to adapt to extremely challenging circumstances, exposes the vulnerabilities of people with intellectual disabilities and highlights the gaps in service provision.

We heard about the abuse and bad treatment of people with intellectual disabilities which had happened at an inpatient unit called Whorlton Hall in 2019.We were upset and angry that abuse keeps happening even though people have been trying to make sure support is better and safer.We wanted to write something to tell people that we thought the abuse was terrible and should not be happening.We hoped that we could write something that would tell people how important it is to:–help people to get better at spotting signs of emotional and physical abuse–report any abuse or poor support and make a plan to follow up to make sure this stops–share ideas of how we can better work together to stop abuse from happeningWe set up a small group of clinical psychologists to write a ‘position statement’ which would include all these things.We shared what we had written with a bigger group of psychologists and health professionals in our Attachment and Intellectual Disabilities Special Interest Group and they said what they thought was good and how to make it better.

Self-advocacy process can only be initiated starting from the access to useful information. The process of cultural and social accessibility requires promoting and strengthening the relationship between theories and practices. Macerata University decided to be one of the actors involved in this field, by putting the approaches described in the literature at the service of the people with intellectual disabilities. This study aimed to carry out a pilot study by a multidisciplinary research group of the University of Macerata to increase the level of cultural accessibility of people with intellectual disabilities in the city. The study consisted of 10 master’s degrees students, and 10 adolescents, involving them with ID experts in special pedagogy and Easy-to-Read language. This paper sheds light on the Easy to Read Guidelines, published by Inclusion Europe because it explains precisely how cultural heritage can be made accessible and more understandable by everyone. Keywords: Accessibility; Easy-to-Read; Intellectual disabilities; Social Inclusion.

Summary This article presents the results of a research project involving 10 people with intellectual disabilities concerning their idea of “a good life” in a residential care setting, within a context of personal budgets. We introduce the capability approach as a framework for focusing on the opportunities personal budgets offer for people with intellectual disabilities. We make use of qualitative interviews following a photovoice project in which people with intellectual disabilities documented their lives in order to research what they deem valuable and aspire to. Findings In the analysis section, we present the elements which the participants identified as limiting and enhancing for imagining their future. From their stories, we learn that their aspirations are nourished by the encounters and social bonds that they engage in within a residential care context. The results make clear that the use of money offers opportunities to elaborate on what is already known and enables the realization of aspirations, while interactions with significant others more often than not encourage participants to explore and try out changes and thus further develop people’s set of aspirations. Applications In drawing the discussion to a close, we explore the implications these stories might have for understanding the role of aspirations in the practice of care and support for people with intellectual disabilities. The findings encourage us to think about a relational pedagogy and to address this in the practices of personal budgets.

Background Sexual health remains at risk for people with an intellectual disability. Attitudes towards sexuality, its support and education have an important role in promoting sexual health. The current review aims to provide an overview of the current research on supportive and restrictive attitudes towards sexuality and its support of people with intellectual disabilities themselves. Method A systematic review was conducted, searching across eight databases. The quality of the studies was assessed with the Mixed-Method Appraisal Tool. Results Six themes emerged from the data: sexual behaviour, sexual identity, intimate relationships, barriers to sexual expression, sex education and support by caregivers. Supportive and restrictive attitudes were reported throughout. Conclusions Attitudes regarding sexuality of people with intellectual disabilities are heterogeneous and people with intellectual disabilities seem to be able to express their sexual desires, needs and attitudes. Findings allow for improved individual support and in-depth research questions.

Down syndrome is considered the most common genetic cause of intellectual disability. People with intellectual disabilities have deficits in intellectual functioning such as attention, reasoning and academic learning. According to the American Association on Intellectual and Developmental Disabilities and the Centers for Disease Control and Prevention, intellectual disability encompasses only a person’s intellectual functioning; however, it can co-exist with other developmental disabilities, such as Down syndrome. People with Down syndrome may have intellectual disabilities in the mild to moderate range. Because of this, they exhibit some cognitive and emotional characteristics of intellectual disability. Among the emotional characteristics of these populations are difficulties in recognizing some emotions, which triggers anxiety and depression problems. The literature proposes using serious video games to support different skills of people with Down syndrome and intellectual disabilities. Some of these works have shown how these serious video games support the development of different skills of these populations. However, they have not been designed to support their emotional awareness. Likewise, technology is aimed at supporting emotion recognition and identification, but most of these have been aimed at other populations, such as people with autism. This paper presents the evaluation process of the design of Emotion4Down: a serious video game to support emotional awareness. We conducted this evaluation in three stages involving people with intellectual disabilities and Down syndrome.

Individuals with intellectual disabilities are eligible for out of work and disability benefits within the United Kingdom (UK) welfare system. Research suggests that the welfare system causes psychological harm (Arie, 2018), which has been linked to work capability assessments (WCA; Barr et al., 2016). Existing studies on people who claim benefits (e.g. Allen et al., 2016) have not focussed on the experiences of people with intellectual disabilities. The aim of this project is to explore the experiences of people with intellectual disabilities who undergo WCA and provide insight into potential interventions to reduce any psychological distress related to claiming benefits. Stigma is experienced by people who claim benefits (Baumberg et al., 2016) and people with intellectual disabilities (Scior, 2016). Stigma has been linked to psychological distress in people with intellectual disabilities (Ali et al., 2015) and people who claim benefits (Thompson, in press). Self-stigma may be particularly harmful (Boyd et al., 2014). It has been suggested that self-compassion may act as a buffer between self-stigma and distress (Wong et al., 2019). Therefore, Chapter One of the thesis comprises a systematic review of literature examining the relationship between self-stigma and self-compassion. The synthesis of twenty quantitative papers demonstrated consistent, inverse associations between self-compassion and self-stigma scores, suggesting that self-compassion could have potential benefits for reducing the impact of self-stigma. Chapter Two is an empirical paper exploring the lived experiences of eight people with intellectual disabilities in the UK, who were interviewed about their experiences of being assessed for welfare eligibility. Interpretative phenomenological analysis (IPA) suggested five closely related themes; living in fear; marginalisation; relationship with the assessor; others as a safe base; and finding value. The findings captured the distressing nature of the benefit assessment process for people with intellectual disabilities. Although this was an exploratory study, findings suggest that future research and interventions might be usefully targeted towards improving the experience of the assessment process, as well as clinically treating individual’s responses to the assessment process. Recommendations for change across individual, systemic and policy levels are included.

Supports for people with intellectual disabilities are essential to promote optimal functioning and participation in their environment. People with intellectual disabilities need direct assistance in carrying out various activities. The availability of supports for people with intellectual disabilities went through changes and had been limited during the Covid-19 pandemic. Therefore, people with intellectual disabilities, as well as their caregivers and service providers, need to make adjustments. The objective of this study is to ascertain information regarding the types of supports accessible to individuals with intellectual disabilities during the Covid-19 pandemic. This includes an examination of their characteristics (e.g., providers, media, resources) as well as an evaluation of the support program.

Social inclusion has been an enduring policy aim of intellectual disability policy since the early 1980s, which has been difficult to achieve. It has often been conceptualised as the binary between social presence or social participation. This article synthesises the findings from a program of Australian research that explored the application of “encounter” and “conviviality”–concepts from urban geography, as lenses for understanding the types of places, activities, and practices that facilitate or obstruct social inclusion of people with intellectual disabilities. Three types of convivial encounter were identified: moments of shared identification, everyday recognition, and becoming known. Most common were fleeting convivial encounters of everyday recognition in public places or commercial premises. Convivial encounters were facilitated by: places where activities were non-competitive, there was a shared purpose for being there and opportunities for spoken and other forms of communication; community members’ with experience, confidence, or comfort in interacting with people with intellectual disabilities; and skilled judgments and assistance from support workers in the moment, and their decisions about use of non-segregated mainstream places. The final part of the article reviews studies by other disability studies researchers, who using ideas about encounter have found that the presence of a dog, and places where there is clarity about rules and roles, are facilitating factors, and have begun to investigate more systematic ways of creating opportunities for convivial encounters through social enterprises, community groups, classes, and volunteering.

This paper is an introduction to adaptations to make cognitive behaviour therapy (CBT) more accessible to people with intellectual disabilities. It is intended to inform therapists who may work with people with intellectual disabilities in mainstream services. The paper describes adaptations that consider neuropsychological processes, such as memory, and executive functions, such as planning, problem solving and self-regulation, and identifies that these factors are not unique to people with intellectual disabilities. We describe adaptations based on a review of literature describing CBT for people with intellectual disabilities (Surley and Dagnan, 2019) and draw on clinical experience to give examples of adaptations where possible. The paper particularly emphasises the generalisability of adaptations used with people with intellectual disabilities to therapy with wider populations and suggests that CBT therapists working in mainstream services will have the skills to be able to adapt therapy for people with intellectual disabilities. Key learning aims (1) To overview the evidence base supporting the use of CBT with people with intellectual disabilities. (2) To describe the epidemiology of intellectual disability and discuss its implications for the generalisability of adaptations discussed in this paper. (3) To describe a range of adaptations to make CBT more accessible people with intellectual disabilities. (4) To consider whether such adaptations are part of the skill set of CBT therapists mainly working with people without intellectual disabilities.

The study aims to prepare a proposed program to develop the dressing trends of children with intellectual disabilities in the simple and medium disability category and to arrive at a rehabilitation program to develop awareness of clothing trends, through which they can acquire daily life skills related to clothes (design - color - material), and the current study seeks to verify the following hypotheses: There is a statistically significant difference between the mean ranks of the experimental group scores in the pre-measurement and the post-measurement scale for developing awareness of clothing trends and daily life skills associated with clothing (design) in favor of post-measurement.There is a statistically significant difference between the mean ranks of the experimental group scores in the pre /post score of the Scale for developing awareness of clothing trends and daily living skills related to clothing (color) in favor of the post measurement. There is a statistically significant difference between the mean ranks of the experimental group scores in the pre/post score of the scale of developing awareness of clothing trends and daily life skills related to clothing (material) in favor of post-measurement.There is a statistically significant difference between the mean ranks of the experimental group scores in the pre-measurement and the post-measurement scale for developing awareness of clothing trends and daily life skills associated with clothing (the scale as a whole) in favor of post-measurement.There is a statistically significant difference between the mean scores of the experimental group and the control group in the dimensional measurement of the scale of developing awareness of clothing trends and daily life skills related to clothing (design) for the benefit of the experimental group.There is a statistically significant difference between the mean scores of the experimental and control group in the dimensional measurement of the scale of developing awareness of attitudes of clothing and daily life skills associated with clothing (color) in favor of the experimental group.There is a statistically significant difference between the mean scores of the experimental and control group in the dimensional measurement of the scale of developing awareness of clothing trends and daily life skills related to clothing (material) in favor of the experimental group.There is a statistically significant difference between the mean scores of the experimental and control group in the dimensional measurement of the scale of developing awareness of clothing trends and daily life skills related to clothing (the scale as a whole) in favor of the experimental group.The importance of the study is represented in finding a program in the field of intellectual disability to help children with mild and moderate intellectual disabilities " Those who are able to learn about psychological and social compatibility by providing them with daily life skills, and it can also be used in developing curricula for children with intellectual disabilities" .The study used the experimental approach based on the two groups "control and experimental" on a sample of (20 children) of children with intellectual disability.The results showed the effect of the program’s effectiveness and the development of clothing trends among children with mild intellectual disabilities, and that any intervention in improving the educational environment for the intellectually disabled child, and the use of standardized educational techniques, activities, and programs for intellectually disabled children, "simple and medium-disabled", can improve their abilities. And then raising the public taste.

Research suggests a link between socially desirable responses (SDR) and attitudes towards people with disabilities. Objectives. The main aim was to examine the relationship between the expressed tendency of education and rehabilitation students to give socially desirable responses, the expressed discomfort and fear in interactions, and the frequency of contact with people with intellectual disabilities. The specific objectives of the research were: to examine whether there was a difference in the manifestation of socially desirable responses, discomfort and fear, and the frequency of contact with regard to the year of study and the study program; to examine the relationship between discomfort and fear and the frequency of contact while controlling socially desirable responses; to determine which variables affected the expression of discomfort and fear. Methods. The survey was conducted on a convenient sample of 100 students of education and rehabilitation. Seventy-one percent of students attended the first and second year, while 29.0% attended the third and fourth year. Fifty-eight percent of students attended Special Education and Rehabilitation, 27.0% attended Speech and Language Pathology and Audiology, and 15% attended Behavioral Disorders. The Scale for Social Desirability, the Interaction with Disabled Persons Scale, and the Contact with Disabled Persons Scale were applied. Results. The results showed a weak negative correlation between discomfort and fear and the propensity to SDR, frequency of contact, and the year of study. The correlations between discomfort and fear and the frequency of contact were statistically significant even when socially desirable responses were controlled. There were no differences with regard to the study program. The difference regarding the year of study existed in the manifestation of discomfort and fear, where first and second-year students achieved the highest score. The tendency to give socially desirable responses and the year of study had the greatest impact on the expressed level of discomfort and fear. Conclusion. Future research on attitudes towards people with disabilities should consider the tendency towards socially desirable responses and try to control it.

Purpose. The research reveals the possibilities of psychological support and advisory support for young people with intellectual disabilities (ID) in the process of their employment and work activities in order to achieve positive dynamics in matters of their professional self–determination, painless integration into the professional community and development in the profession. Procedure and methods.The study involved young people with ID aged 18 to 32 years (N=123). The experimental technology of included employment, developed on the basis of a professional labor experiment, a case method, methods of resource and positive psychotherapy, SPT, involves differentiation of the levels of readiness for employment of persons with ID (minimum, medium, sufficient) and selection for each level of the route accompaniments, which includes the provision of psychological counseling and support: employment, protected employment and escorted employment in the open market. Results and conclusions. The introduction of the technology showed that the leverage that activates the personal resources of the readiness of young people with ID to perform work tasks is specially organized working conditions and psychological support in the experimental social enterprise "Special Assembly" in combination with group trainings and individual counseling. The results of the provision of counseling psychological assistance and psychological support was a significant increase in the number of people with a sufficient level of readiness for independent work (from 27.64% to 40.65%), the indicator of responsible attitude of employees with ID towards team members increased from 1.58% to 36.50% of respondents, anxiety about failures in work activity decreased from 2% to 33.50% of respondents, 47.61% of people with ID established communication with friends at a sufficient level. 51 people are employed in the open labor market.

Purpose The purpose of this study was to explore the views of psychologists working in community teams for people who have intellectual disabilities (ID) on the provision of psychological therapies to those with ID and autism spectrum disorder (ASD). Design/methodology/approach Semi-structured interviews were carried out with seven clinical psychologists working across a large geographical area. Interviews concerned the accessibility and effectiveness of psychological therapies. These were transcribed and analysed thematically. Findings Participants expressed concern about lack of access to mainstream services, the lack of visibility of their service and the suitability of the physical space to deliver therapy. They were positive about the effectiveness of therapy but emphasised the importance of adaptations and managing expectations. Research limitations/implications There is a lack of research in this area, and further research is needed with service users to develop a fuller understanding of their needs. Practical implications Consideration needs to be given on how to optimally deliver psychological therapies for this group. This will need services to become more flexible and focussed on the needs of this group of service users. Originality/value This paper provides insights into the views of psychologists on providing psychological therapy to people who have autism and ID.

The dignity of risk implies respect for individuals' right to make their own decisions, to participate in a broad range of desired activities, even if those activities have risk, and to expose themselves to potential consequences or learning opportunities. Historically, a more paternalistic approach, done as a benevolent assurance of safety, has been taken with individuals with intellectual disabilities. While optimizing safety, this approach can limit opportunity and, more importantly, limit the dignity of the individual. However, the concern for safety and the sense of responsibility to keep individuals with intellectual disabilities from harm is solidly entrenched and is not without some merit. "Supported decision-making" can offer an alternative to guardianship for some individuals, providing structured processes to enhance full participation. Strategies to involve individuals with intellectual disabilities in their own decision-making and to optimize the safety of those decisions include expanding the discussion of the concept of dignity of risk with family members and care providers of individuals with intellectual disabilities before they turn 18 years old; providing social-skills training and other educational opportunities that promote the likelihood of success in activities and decision-making; and maintaining guardrails when needed to prevent serious harms.

This article provides insights from an empirical study on the meaning of social inclusion for Finnish athletes with intellectual disabilities (ID) who participate in Special Olympics (SO). A further objective was to explore the athletes’ perceptions of the role SO has played in their lives regarding their personal experiences of social inclusion. Data were transcripts of five focus group interviews carried out with a total of 31 participants during the last SO World Winter Games in 2017. The content was analysed with the aim of identifying the main themes in the athletes’ conversations about social inclusion. Three main themes were identified: inclusion as a contrast to past discrimination; inclusion as receiving and providing assistance; and inclusion as participation in teamwork. The results indicate that SO and arguably sport more generally can assist people with ID in moving forward on a path from being excluded toward social inclusion. peerReviewed

This research study tested an intervention, based on autonomous teams and the service co-creation approach, to improve the social inclusion and self-determination (as indicators of quality of life) of people with intellectual disability. Members of the autonomous teams (professionals, people with intellectual disability, and family members) cooperated to plan and carry out a project. A total of 72 autonomous teams participated (experimental condition). Each team designed its action plan to be implemented during eight weeks. Three measurement times were used: before the intervention (T1), four (T2) and eight (T3) weeks after the starting point. Family members (experimental group, N = 117; control group, N = 187) reported on the social inclusion and self-determination of their relative with intellectual disability. Scores in the control group remained stable over time, whereas scores in the experimental group changed significantly. Social inclusion increased (T2), and later stabilized (T3). By contrast, self-determination increased (T2), but this improvement was subsequently reduced (T3).