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This study aimed to investigate the disaster or emergency coping skills of people with intellectual disabilities and the factors that affect these skills. The panel survey on the lives of people with disabilities from the 3rd dataset (2020) of the Korea Development Institute for the Disabled was used for this analysis. Response data from 275 people with intellectual disabilities aged 10 years or older were analyzed. Differences between disaster or emergency coping skill levels and sub-questions of skills, according to the general characteristics of people with intellectual disabilities, were identified, as well as factors affecting the level of disaster or emergency coping skills. The results show that the coping skills level was low; among the sub-questions, the use of fire extinguishers and awareness of the location of fire extinguishers or emergency bells in the event of a disaster or emergency were also low. Factors affecting the level of coping skills were found to be the level of education and experience in comprehensive disaster coping training. The results of this study suggest that training and education on disaster or emergency coping skills for people with intellectual disabilities are necessary and that programs should be developed for this purpose.

BackgroundResponsible digital care refers to any intentional systematic effort designed to increase the likelihood of a digital care technology developed through ethical decision-making, being socially responsible and aligned with the values and well-being of those impacted by it. ObjectiveWe aimed to present examples of action opportunities for (1) designing “technology”; (2) shaping the “context” of use; and (3) adjusting the behavior of “users” to guide responsible digital care for people with intellectual disabilities. MethodsThree cases were considered: (1) design of a web application to support the preparation of meals for groups of people with intellectual disabilities, (2) implementation of an app to help people with intellectual disabilities regulate their stress independently, and (3) implementation of a social robot to stimulate interaction and physical activity among people with intellectual disabilities. Overall, 26 stakeholders participated in 3 multistakeholder workshops (case 1: 10/26, 38%; case 2: 10/26, 38%; case 3: 6/26, 23%) based on the “guidance ethics approach.” We identified stakeholders’ values based on bottom-up exploration of experienced and expected effects of using the technology, and we formulated action opportunities for these values in the specific context of use. Qualitative data were analyzed thematically. ResultsOverall, 232 effects, 33 values, and 156 action opportunities were collected. General and case-specific themes were identified. Important stakeholder values included quality of care, autonomy, efficiency, health, enjoyment, reliability, and privacy. Both positive and negative effects could underlie stakeholders’ values and influence the development of action opportunities. Action opportunities comprised the following: (1) technology: development of the technology (eg, user experience and customization), technology input (eg, recipes for meals, intervention options for reducing stress, and activities), and technology output (eg, storage and use of data); (2) context: guidelines, training and support, policy or agreements, and adjusting the physical environment in which the technology is used; and (3) users: integrating the technology into daily care practice, by diminishing (eg, “letting go” to increase the autonomy of people with intellectual disabilities), retaining (eg, face-to-face contact), and adding (eg, evaluation moments) certain behaviors of care professionals. ConclusionsThis is the first study to provide insight into responsible digital care for people with intellectual disabilities by means of bottom-up exploration of action opportunities to take account of stakeholders’ values in designing technology, shaping the context of use, and adjusting the behavior of users. Although part of the findings may be generalized, case-specific insights and a complementary top-down approach (eg, predefined ethical frameworks) are essential. The findings represent a part of an ethical discourse that requires follow-up to meet the dynamism of stakeholders’ values and further develop and implement action opportunities to achieve socially desirable, ethically acceptable, and sustainable digital care that improves the lives of people with intellectual disabilities.

Background: The impact of the COVID-19 on the well-being of people with intellectual disabilities (PID) has been little studied. Methods: We analyzed its impact with a cohort study quantitatively analyzing anxiety, depression, organic symptoms, quality of life, and support needs in 24 PID, aged 19–74 years (x¯ 40, σ = 13.09), living in a residential center, before, during, and after the pandemic. Results: Their mental health improved unexpectedly at the onset of the lockdown although there was an increase in organic symptoms. But, with the progress of the lockdown, their mental health deteriorated drastically. On the contrary, as expected, their quality of life and support needs worsened from the beginning of the lockdown until the country returned to normality, a time when there was a general recovery, without reaching pre-pandemic levels. These results show that the mental health of PID was affected differently to that of people without intellectual disabilities.

Caregivers of people with intellectual disabilities may feel overburdened in their work and experience negative psychological consequences. The purpose of this instrumental study was to determine the evidence of internal structure and reliability of the Zarit Caregiver Burden Interview scale. A total of 398 family caregivers, including women and men, participated (M = 47.33, SD = 10.44). The structure of the scale was evaluated by factor analysis and the McDonald Omega coefficient was used to estimate reliability. Sixteen models of the scale were tested, differing in number of items and factor structures. A model of 15 items and 4 dimensions (overload, competence, social relationship, and interpersonal relationship) obtained acceptable fit (χ2 = 184.72; p < 0.001; CFI = 0.95; TLI = 0.94; RMSEA = 0.055; SRMR = 0.05) and reliability coefficients above 0.70 in their dimensions. It is concluded that the Zarit scale is valid and reliable for use in caregivers of people with intellectual disabilities.

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.

Staying physically active is synonymous with good health and well-being, and its benefits on the health of people with intellectual disabilities (PWIDs) have been studied. However, there is a lack of information on how it can influence their quality of life (QoL). This study aimed to analyze the relationship between QoL and physical activity in PWIDs according to gender and the characteristics of the practiced activity. A questionnaire was administered to 380 PWIDs (mean age of 28.23 ± 12.53), 54.21% of which were men. The QoL dimensions and second-order factors were studied in relation to practicing physical activity, the practice type, the context, and gender. The results indicate that people who practiced any activity showed better QoL values. Those who engaged in a nonregulated physical activity had better values in self-determination, emotional well-being, social inclusion, and personal development, while those who did sports presented higher scores in interpersonal relationships and physical well-being. In addition, it also appears that the association between physical activity and the QoL dimensions is distinct in inclusive and specific contexts. In conclusion, physical activity is related to a better QoL, although the impact of the practice type and context differs for each QoL dimension.

An essential aspect to guarantee the quality of life in people with Intellectual Disabilities (PDI) is sexual health. Despite the fact that attention has been increased in recent years on this issue, it is decisive to know if there are prejudices that can affect healthy development. The objective of this study has been to compare the attitudes towards sexuality of PDI that they have with those of the general population (PPG). For this, a total of 100 PDI (50% men and 50% women), from 19 to 55 years old, completed the Sexual Perception Scale, and 454 PPG (39.4% men and 60.6% women), between 20-82 years old, completed the Attitude Scale for Sexuality in People with Intellectual Disabilities (ASEXDI). 71.1% of the PPG show moderate attitudes towards thes exuality of PDI, 18.7%, liberaland 10.1% conservative attitudes. Both groups differ in tolerance to caresses, being higher in the PPG group (68.28% consider it very acceptable, compared to 22.78% of PDI). In contrast, penetrative sexual relations between PDI are slightly better valued by PDI than between PPG, although in both cases they are conservative attitudes (15% of PDI consider it not at all acceptable, compared to 37.89% of the PPG). However, the PPG tends to consider the competences of PDI for the correct use of condoms in a more positive way. The results allow to conclude that the PPG shows a moderate tolerance towards the expression of sexuality of this group, with the exception of the penetration practice towards which they show some prevention. The positive attitude of PDI towards this practice together with their low perception of competence in condom use justifies the need for adapted affective-sexual education programs.

Traditionally, people with intellectual disabilities have been deprived of the right to express their opinion, dismissing their ability to reflect and making their greater dependence on reference adults prevail. In this sense, although there is an increasing awareness of the rights of these people, the prejudices of parents towards the sexuality of this group are still present. For this reason, we propose to analyse the attitudes towards sexual behaviour of people with intellectual disabilities held by both the people who make up this group and their parents. To do this, a brief scale of attitudes towards sexual behaviour was administered to a sample of 360 people with mild or moderate intellectual disabilities between 19 and 55 years old and 100 parents between 28 and 83 years old. The results reveal that people with intellectual disabilities have significantly more liberal attitudes than their parents towards the behaviours of kissing, caressing (t = 2.423; p = .016) or engaging in sexual practices without penetration (t = 2.009; p = .045), but not towards the practice of vaginal intercourse against which both groups show similar attitudes (t = .252; p = .802). These results reflect not only the importance of taking into account the attitudes about sexuality of people with disabilities when developing affective-sexual education programs adapted to their characteristics, but also the value of providing the necessary knowledge and skills to parents.

Although people with intellectual disabilities experience the same need for intimacy as the rest, a series of social barriers impede the expression of their sexuality, encouraging them to be perceived as asexual beings. For this reason, for a long time the voices of people with disabilities have not been heard, which means that there is currently a shortage of assessment tools to explore the different aspects of sexuality of this group, taking into account its limitations in literacy and understanding. The objective of this study is to prepare a reliable and valid semi-structured interview that takes into account the characteristics of people with intellectual disabilities and enables the evaluation of their sexual behaviour. This instrument, which has been administered to 360 people with mild or moderate intellectual disabilities between 19 and 55 years old, is made up of 34 items (26 with a closed response and 8 with an open response) grouped into 4 dimensions: sexual behaviour (19 items), preventive behaviours (3 items), information received on sexuality (6 items) and experiences of sexual abuse (6 items). In the process of constructing-validating this interview, a group of experts was involved who analysed its format and content in different phases. The final version has an acceptable reliability ( ✔ =.73). This study has shown not only the complexity of preparing a semi-structured interview to explore different aspects of the sexuality of people with intellectual disabilities, but also the importance of the professionals in charge of its application having the necessary training.

Personal assistance for people with intellectual disabilities can contribute to the application of the new paradigms of self-determination and social inclusion and to an improvement in the quality of life. Through a literature review and analysis with professional experts, experts from experience and potential users, a brief model of personal assistance was developed to be executed by community agents with professional supervision. The model considers activities in the usual spaces of people and their families, with support for the use of community formal and informal resources and the reinforcement of social support networks that continue operating once the intervention ends. With duration of 9 months, the model is developed through a 3-stage process: 1) engagement and formulation of an individualized plan, 2) implementation of the plan, and 3) participants’ learning reinforcement and transfer to support networks. The feasibility of the model in Latin American countries and the need for studies to evaluate its implementation are discussed.

In the education sector is a challenge for teachers to generate pedagogical strategies within their classroom considering the characteristics of the population. Additionally, teachers do not know the physical and social conditions of their students, which they can’t generate plans according to their needs. Objective: To characterize the physical condition and socioeconomic status of students with intellectual disabilities in the district schools of the city of Bogotá for people with disabilities. Method: Cross-sectional study, which used Brockport physical fitness test and the WHO STEPS survey. Population: 132 children and young people with intellectual disabilities. Results: In terms of body composition, 62.12% are in the healthy area and 6.82% have low weight, which requires follow-up by nutrition professionals; and 17.42% present high risk, a population that requires follow-up. In relation to the physical fitness the majority of the population, a 72.06%, need to improve in the grip strength and strength of abdominals, variables related to cardiovascular risk. Finally, it is important to mention that 73% of the population is in stratum 1 and 2, which can influence the practice of physical activity. Conclusion: The population has a low physical fitness that is associated as in other studies with the socioeconomic status of families. The cardiovascular risk expressed in percentage of fat continues to be an element to work in the population.

The present study reviewed nine publications related to the application of augmented reality (AR)-based interventions to people with intellectual disabilities (ID). The lines of research developed focus on the areas of education, personal autonomy and health promotion. The studies are theoretical frameworks, design of AR-based applications, or quasi-experimental study designs without a control group. The samples, all of less than 15 subjects, have been chosen under intentional criteria. The devices that seem to prevail as preferred for its application in this group are the portable ones due to the wide range of intervention possibilities that they offer as well as the development potential of the personal autonomy that they allow. Results offer a positive view of the application of this technology to people with ID, although the characteristics of the studies do not allow yet its generalization. Among the reported benefits are: enhancing learning achievement, motivation and enjoyment of tasks, helping to understand information, enhancing orientation, raising the level of engagement.

There are a few studies in the literature analyzing the prevalence of mental illness in people with intellectual disabilities (ID). This study explores the prevalence of mental disorders in adults without previous mental disorder and different degrees of ID. We assessed 142 individuals with varying degrees of ID and with unknown previous psychiatric disorder. We applied the diagnostic battery PAS-ADD based on criteria ICD-10 and DSM-IV TR to analyzed the prevalence of mental disorders in people with mild / moderate ID. We applied the Spanish version of the scale DASH-II to analyze the prevalence of mental disorders in people with severe and profound ID. We found a psychiatric disorder previously undiagnosed in 29.57% of our sample. In people with mild/ moderate ID the most common psychiatric disorder was depressive disorder (33.3%), but in people with severe and profound ID was the anxiety disorder. The most prevalent medical comorbidity was epilepsy (22.5% of the total sample and 39.2% in the population with severe / profound intellectual disabilities). Psychiatric disorders seem to be more common in the population with ID than in the general population, increasing their prevalence and medical comorbidity in severe and profound ID.

This study presents an intervention program in order to promote values in people with mild intellectual disabilities. The program is structured in several sessions of physical activity and adapted physical/sporting activities in an educational context directed to socio-labor insertion of collective with mild intellectual disabilities. The intervention was applied to a sample of 12 participants. The Spanish version of the Sport Value Questionnaire (SVQ-E) was the measurement instrument as well as recording observations for collecting data in the post-dilemma debates an observational record for collecting data in post-dilemma debates. Judgment of the students improved with respect to each value after the program. In addition, results indicate that subjects considered more important the values of the program than the ones not worked.

Sexual abuse is a problem that affects, especially, people with intellectual disabilities. In order to cope with this, the role of professionals is essential for both the identification and the prevention and treatment of this problem. However, there are few studies focus on what extent the professionals’ evaluation agree the real experience of the people with intellectual disability. For this reason, the present study analyses risk perception and experience of sexual abuse suffered by people with intellectual disability, compared to the identification and evaluation of professionals who attend them. For this purpose, 154 adults with intellectual disabilities and 16 professionals completed the DAS, the ECS and the ECS-R respectively. The results show how sexual abuse is a reality for people with intellectual disabilities although they do not always manifest receiving, sometimes, rejection by their close people. Moreover, gender differences are shown, in which women suffer sexual abuse and its consequences more frequently. Professionals only realize about some part of this situation and they attribute greater vulnerability to women and those who have already suffered a prior episode of sexual abuse. In this sense, it would be essential to have programs for the detection and treatment of sexual abuse, considering that professionals are a positive reference for people with intellectual disabilities

In this paper we analyse the main barriers that people with intellectual disabilities who have suffered sexual abuse have to face when they access the Justice system. Regarding these barriers, the Victim Support Unit for People with Intellectual Disabilities of the Fundación Carmen Pardo-Valcarce proposes the inclusion in the judicial process of a helper advisor. The entry into force in 2015 of the Law 4/2015, in 27 April, the Statute of the crime victim represents an exemplary opportunity to ensure the incorporation of support proposals involving the insertion of the helper advisor in the judicial process in cases where the victim is a person with intellectual disabilities. In this paper we analyse the impact of the helper advisor, with particular emphasis on cases that have been dismissed under instruction.

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]

Background: Humor, both producing and appreciating, underpins positive social interactions. It acts as a facilitator of communication. There are clear links to wellbeing that go along with this form of social engagement. However, humor appears to be a seldom studied, cross-disciplinary area of investigation when applied to people with an intellectual disability. This review collates the current state of knowledge regarding the role of humor behavior in the social interactions of people with intellectual disabilities and their carers.Method: A systematic review utilizing the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines was completed, which aimed to explore the current state of knowledge and quality of empirical evidence relating to humor in people with intellectual disabilities. Following this, articles were grouped thematically and summarized. A comprehensive search of four electronic databases (1954–2017) and additional search strategies yielded 32 articles which met the final inclusion criteria.Results: Humor played a significant positive and negative role in the social interactions of people with intellectual disabilities. Research had investigated humor in the classroom and humor expression in different groups including those with autism, Down syndrome, Angelman syndrome, Williams syndrome, and Rett syndrome. Few investigations directly studied humor appreciation and comprehension. Humor comprehension was reportedly supported by gestures. Some groups with intellectual disabilities found non-literal humor (e.g., sarcasm, irony) more difficult to understand, which may affect social relationships. Various types of humor were found to be appreciated. The role of humor in relationship development, social facilitation, creativity, and stigma had all received some limited attention. Humor also played a role for carer groups in coping with and enjoying the caring role. Research varied in quality with few experimental studies and mainly quasi-experimental and well-conducted, qualitative studies.Conclusions: This review revealed the importance of humor behavior in many aspects of the social lives of people with intellectual disabilities. Limited disparate research exists pertaining to humor in this group, suggesting the need for further robust research in this area, including more high quality primary research in the areas of humor production, appreciation, comprehension, and stigma.

In the context of an innovative teaching project approved by the Government of Aragon and the University of Zaragoza a study on professional training for young people with intellectual disabilities (ID) was developed. The objective was to investigate the support system and to check the effectiveness of a design based on sources of natural and professional support. 9 young people with DI took part together with diverse support staff –parents, volunteers, university students through a service learning experience, professionals, adults with ID–. The theoretical bases of the project were linked to independent life projects, the supported employment and the supports model. The methodological references were the mediational teaching approach and cooperative learning. As evaluation tools, the Adaptive Skills Inventory (CALS), the questionnaire of social interaction skills (CHIS) and the questionnaires of satisfaction were used. The results indicate a high achievement regarding the acquisition of skills by the participants,as well as a high degree of satisfaction from the experience. Despite several limitations present in our study, our results support the desirability of establishing new designs that enhance the effectiveness of the professional training of young people with DI and promote social and labor availability in inclusive environments.

The text deals with the existing ethical tension between decision-making on behalf of people with intellectual disabilities and substitute decision-making, and the duty-bound respect for the person’s autonomy. The work begins by distinguishing decision- making on behalf of someone and substitute decision-making, consequently favoring the latter, as well as relating autonomy to interdependence. This first clarification leads to the construction of a basic and general criterion for substitute decision-making practice. The reflection continues analyzing three main issues implied in the criteria: the definition of the insuperable limitation of decision-making capacity, the content of substitute decision-making and the subjects who exercise decision-making. The selected methodology for this second part is mainly based on a conceptual definition aimed to enable practice. Specific criteria and orientation may be withdrawn from this analysis in order to practice substitute decision-making ethically, specifically considering the will of the person with intellectual disability.

The Ageing people with disabilities, he has not yet gained scientific and social the interest that requires enormous relevance and significance of the topic. The adult population is growing dramatically, from extending their life expectancy, having increasingly elderly in our society, and therefore, more people with disabilities reach this stage of life. We will have to pay particular attention to its various and numerous fronts: cognitive, health, emotional life, social life, development of hobbies, occupation time, mode of residence or housing, self-awareness, coping with loss, and many other things.... However, rarely the intellectual disability is related whit old age. Therefore, in this intervention centering on new approaches to disability: the model of support and quality of life; It addressed, the aging of older people with intellectual and developmental disabilities, with its peculiarities and needs. Both cognitive and the emotional and mental wellbeing aspects are mainly considered. It should be identified, assessment tools, programs and guidelines, all aimed at promoting a process of active aging, which contributes to improving the quality of life of older people with intellectual disabilities, promoting every one of the dimensions that make up this concept. A great social challenge is now the STAGE ageing of people with disabilities. It will be the great challenge of our century on aging.

The perception of the existence of a network of social support cushions the impact that stress generated in the health of people. In this study the differences in the perception of a social support network and its influence on the type of coping strategy used to stressful situations, in a sample of 131 adults, 54 with and 77 without intellectual disabilities are analyzed, mean age 35.71 years (SD= 13.11). Participants were evaluated using the Spanish adaptation of the Coping Strategies Inventory (CSI). The results show that people with intellectual disabilities believe they have less social support and the kind of person providing support is not decisive in the kind of behavioral and cognitive effort used to deal with the stressful demands.

The present study aimed to analyze the stability of the memory of a stressful event (medical examination within a hospital setting) over time in young people (age range 12 to 21, Mage = 15.11 years old, SD = 3.047) with mild or moderate intellectual disability (IQ = 54.32, SD = 13.47). The results show a stability of the memory of what happened an hour and a week after the event in relation to the people involved, the apparatus used, and the parts of the body explored. No interaction effects were found between the stability of memory over time and the level of intellectual disability. The level of disability (mild or moderate) only affected the description of the doctor who performed the exploration and the explored parts of the body, showing better results for people with mild disability. In addition, the results highlight the relationship between memory and IQ, especially verbal IQ.

This article responds to the demand for a Special Education Center on the island of Tenerife (Canary Islands Spain) to develop training on emotional health and sexuality. The intervention is carried out in two groups. One, consisting of eight members of the Special School of 16-22 years, and other with seven other members of the Occupational Center of between 22-39 years. Intervention is designed with reference to the folders of affective and sex education (Bolaños González Jiménez, Ramos-Rodriguez and Rodriguez, 1994). The evaluation was realized in three levels (users, educators and families), before and after the intervention. Regarding the baseline assessment, these three groups have detected similar levels in all areas of intervention, although they indicated some gaps in the knowledge and skill of different erotic-sex practices. Through the contrasts between pre and post-evaluation significant effects are evident in affective, social skills and sexual areas. That means that users, educators and families believe that after-intervention, users have greater knowledge about the manifestations of affection, enhance positive samples (hugging, touching, etc.) and differentiate between contexts (private / public) and relationships (friends, acquaintances and strangers).

Researchwork whose aim was to explore the mode of artistic endeavors as a new intervention strategy that can be used in enhancing the speech pathologist language and stimulation of those language skills that are diminished or absent in people with intellectual disabilities. Given that people with this diagnosis have difficulty in the acquisition, development, consolidation and use of verbal and non-verbal language, thus presenting problems in the performance of school, work, social activities and even activities of daily life and symbolize course in the world.

Abstract The Bender Gradual Scoring System (B-GSS) is one of the main systems of visual-motor assessment used in Brazil. Studies, however, seldom address samples with atypical development. This study tested the psychometric properties of the B-GSS items in a sample of individuals with typical development (Group A; n = 198; aged between seven and 10 years old; group application) and in a sample with intellectual disabilities (Group B; n = 203; aged between 11 and 30 years old; individual application), in accordance with ethical recommendations. The results reveal figures with differential functioning. Figure 6 was biased toward group A, while figures 1 and 2 were biased toward group B. Test of the information curve indicates low precision for extreme scores. There is a need for further research to better understand how the B-GSS items work across different samples in order to verify whether such findings can be generalized to other samples.

In general, the Internet is an arena where parents (as well as other adults) have limited insight and possibilities to support the young person. However, several studies indicate that parents are one of the most important facilitators in the every-day life of young persons with intellectual disabilities. Therefore, the aim of the current article is to highlight parents’ perceptions and actions in relation to opportunities and barriers for these young people when using the Internet. The empirical material consists of interviews with 22 parents of intellectually challenged young people in Sweden. The transcribed interviews were analysed using a thematic analysis, which is a method of identifying, analysing and reporting patterns within data sets. The results show that parents’ views are double-edged; on the one hand, they see great possibilities for their children, thanks to the Internet, but on the other hand, they are afraid that due to their disability, their children are more sensitive to different contents and interactions on the Internet. Furthermore, the results indicate that parents believe that the Internet can facilitate participation in social life, but that it precludes young people with intellectual disabilities from being part of society in general when it comes to community functions and services. This article will discuss barriers and support in relation to the individual and her or his support system, which brings into focus the parent’s responsibility and support for young people, helping them to surmount barriers – instead of avoiding or ignoring them – and find ways to take action to do so.

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