Wiley

British Journal of Learning Disabilities

Published by Wiley and British Institute Of Learning Disabilities

Online ISSN: 1468-3156

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Print ISSN: 1354-4187

Journal websiteAuthor guidelines

Top-read articles

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Procedures for item selection and evaluation.
Importance of the items in their reduced version using the Select from Model.
Item reduction of the “Support Intensity Scale” for people with intellectual disabilities, using machine learning

August 2024

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231 Reads

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1 Citation

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Felipe Espinosa Parra

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[...]

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Miguel Roselló‐Peñaloza
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The Lived Experience of People With Intellectual Disability in Community Settings: A Comparison of Self‐Reports and Staff Reports

November 2024

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33 Reads

Background There is a need for more qualitative research focusing on the lived experiences of people with an intellectual disability and a better understanding of how these experiences align with other voices in their lives, such as family and support staff. Methods In this qualitative study, we asked people with an intellectual disability ( N = 87) and their support workers ( N = 120) similar questions about factors contributing positively and negatively to the lives of those with an intellectual disability. We conducted a thematic analysis combining data across respondents, while also identifying areas of similarities and divergence between self‐reports and staff reports. The setting was community‐supported living schemes and group homes in the UK. Findings Qualitative themes, representing key positive and negative factors in the lives of people with an intellectual disability, were (1) Positive impact of social relationships on well‐being, (2) positive impact of participation and roles on self‐determination and well‐being and (3) negative impacts of difficulties affecting day‐to‐day life. These three themes are all linked to a broader sense of identity, purpose and self‐determination. These were broadly consistent across self‐reports and staff reports, although there were some points of divergence, particularly in Theme 3. Conclusions These findings reveal areas that are key to maximising the quality of life of people with an intellectual disability and suggest that self‐reports and proxy reports can sometimes offer unique perspectives. Our findings can be used to ensure that the priorities of people with an intellectual disability are considered in their care.

Aims and scope


The official journal of the British Institute of Learning Disabilities, British Journal of Learning Disabilities encompasses contemporary debates and developments in research, policy and practice that are relevant to the field of learning disabilities (known globally as intellectual disabilities). We publish original papers, regular special issues, commissioned keynote reviews on major topics, reviews of books and training materials, and a letters section. We’re committed to dialogue with people with learning disabilities and with their families, carers, allies and advocates.

Recent articles


Intellectual Disability in a Post‐Neoliberal World By Clegg, J. & Lansdall‐Welfare, R., Cham, Switzerland: Palgrave Macmillan, 2024. 1‐112 pp. €42.79. ISBN: 978‐3‐031‐57944‐8.
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June 2025



What Does It Mean to Be a ‘Person’ With Profound and Multiple Learning Disabilities? Presenting the Views of Family Members and Allies

May 2025

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6 Reads

Background Individuals with profound and multiple learning disabilities are at the centre of debates about what it means to be a person. These debates sometimes start from the position that a person is somebody who possesses mature cognitive abilities, such as intentional communication skills and self‐reflection (which individuals with profound and multiple learning disabilities are sometimes said to lack). However, those closest to people with profound and multiple learning disabilities are rarely consulted. This paper presents research that addresses this gap. Methods Ten unstructured interviews were conducted with family members, friends and allies of the profound and multiple learning disabilities communities. Participants were asked to discuss what being a person meant to them, using their knowledge of supporting individuals with profound and multiple learning disabilities. Findings Interviewees suggested that a person was fundamentally a relational being, but this relationality was described in a myriad of ways (e.g., as mutual dependence, social role, social gradient, interactionist and storied). Conclusions A richer understanding of the personhood of individuals with profound and multiple learning disabilities can be developed by listening to more family members and allies, and this can provide a counter‐narrative to the current dominant rational view of personhood.


Healthcare Barriers and Inequities: The Lived Experiences of Women With Intellectual Disabilities in Chile

April 2025

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175 Reads

Background Women with intellectual disabilities face major barriers to healthcare access. This study explored the experiences of 120 women with mild to moderate intellectual disabilities in Chile and their interactions with healthcare systems. Method A qualitative design was used, collecting data through semi‐structured interviews to examine communication challenges, discrimination and unmet support needs. Results Participants reported difficulties understanding medical terminology, limited time for questions and a lack of visual aids. They also experienced discrimination, including infantilization and negative provider attitudes, which undermined their autonomy. The absence of tailored support, such as simplified materials and personalized guidance, further hindered their engagement with healthcare services. Conclusions Findings highlighted systemic inequities influenced by gender and disability biases. Participants stressed the need for inclusive provider training and accessible communication tools. Recommendations included visual aids, specialized healthcare navigation support, and inclusive health education programs to improve equitable healthcare access.


“Nothing Separate”: Understanding Why Students With Intellectual Disabilities Choose Inclusive Post Secondary Education

April 2025

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4 Reads

More students with intellectual disabilities are going to college in the United States. We wanted to learn what students with intellectual disabilities say about their college plans. We read student applications for one college programme. Students with intellectual disabilities said they wanted four main things: To join all college activities and not be separated. To keep learning new things. To follow the path of their family and friends who went to college. To be as independent as they can. The students also talked about needing support to be successful in college. This study shows what students with intellectual disabilities might want in a college programme. Colleges need to take this into account so that they can support students with intellectual disabilities and make sure they are really included.


‘The Heart in Learning’: Cross‐National Inclusive Higher Education Perspectives From Students With Intellectual Disabilities and Student Teachers

April 2025

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18 Reads

Background This study, conducted jointly by the City University of New York, Kingsborough Community College (KCC) in the United States and Salzburg University of Education (PHS) in Austria, investigated the impact of inclusive practices from different perspectives. It aimed to understand the contributions and challenges of two inclusive courses (an equivalent to a module) for students with intellectual disabilities. Methods Qualitative and quantitative research and data collection involved two students with intellectual disabilities who were also participatory researchers (PRs). Additionally, insights from 37 student teachers taking the education courses for credit towards their degree were gathered. The instructors teaching at KCC and PHS were the lead researchers and taught, respectively, a music and movement education workshop at KCC and a ‘Citizenship Studies’ course at PHS. The PRs attended and fully participated in these courses at the same time as the student teachers without being graded. They were working towards a bespoke certification rather than obtaining credit toward a degree. The PRs were each supported by a mentor: the KCC PR was mentored by an alumnus of CCC, while the PHS PR was supported by a student at PHS. Findings The findings highlight diverse perspectives, demonstrating how inclusive education fosters understanding and awareness. Questionnaire results, provided insights, a snapshot into the learning environments, revealing the impact of interactions among students. The study identifies challenges, benefits and opportunities for promoting inclusive practices. Conclusions The study demonstrates the transformative potential of inclusive education. It emphasises the positive impact of including students with intellectual disabilities. The findings underscore the importance of mutual learning and the enhancement of inclusive practices.


FIGURE 1 | PRISMA-ScR flow chart showing the selection, inclusion and exclusions of studies identified in the search process. [Color figure can be viewed at wileyonlinelibrary.com]
FIGURE 2 | Three key themes identified in the peer-reviewed literature surround climate change and intellectual disability. [Color figure can be viewed at wileyonlinelibrary.com]
FIGURE 3 | Neurodivergent environmental worker tracing a weed in an art workshop in preparation for an exhibition about climate change and care for the place (Bleedings Hearts and Morning Glory, Manly Art Gallery and Museum, March-April 2024). [Color figure can be viewed at wileyonlinelibrary.com]
Summary of included articles (see attached file).
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Inclusive Climate Action: A Scoping Review on the Representation and Inclusion of People With Intellectual Disability in Climate Change Research

February 2025

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12 Reads

Background Climate change disproportionally affects people with intellectual disability. Despite this, people with intellectual disability are rarely included in conversations about just environmental futures. Methods Using PRISMA‐ScR guidelines, this scoping review maps the academic literature surrounding intellectual disability and climate change. Findings We identified three key themes in the 10 articles included in our review. First, people with intellectual disability experience heightened risks and barriers during and after natural disasters. Second, they are largely absent from government disaster planning and response. Third, inclusive education initiatives are in their infancy. Overall, people with intellectual disability are not involved as leaders or collaborators in research or practice related to climate change. The literature focuses almost exclusively on natural disasters as opposed to the broader context of the climate crisis. Conclusion We take a critical lens, calling for further research that reframes the role of people with intellectual disability in climate change discourses: From helpless victims to collaborators, caretakers, and advocates for a safer climate.


British Journal of Learning Disabilities Advancing a Universal European Cancer Prevention Methodology for People With Intellectual Disability: Findings From CUPID Workshops in Ireland and Türkiye

February 2025

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58 Reads

Background People with intellectual disability have higher rates of cancer mortality than the general population. Cancer prevention programmes and screenings are recommended in adults, including those with intellectual disability. The opinions of relevant parties are important to ensure that people with intellectual disability can achieve equity in cancer outcomes. The aim of this paper is to report the findings of two workshops held in Ireland and Türkiye in 2023, which identified key issues affecting prevention, diagnosis and management of cancer in people with intellectual disability. Methods Researchers, practitioners, policymakers and other stakeholders with a role in cancer prevention programmes or cancer care ( n = 44) participated in ‘World Café’ workshop meetings in Dublin and Ankara. The findings were synthesised under the Dahlgren and Whitehead (1991) Social Determinants of Health framework. Results Both workshops identified that people with intellectual disability face challenges including: limited available cancer data in this population, health issues overshadowing cancer diagnosis, and social barriers such as low health literacy. Involving families, professionals and promoting self‐advocacy, while tailoring health services with inclusive decision making were prominent themes in both workshops as solutions. Research and person‐centered healthcare were identified as critical for developing effective cancer prevention programmes. Conclusion For people with intellectual disability to benefit from effective cancer prevention programmes, reasonable adjustments must be made by policymakers, health institutions, primary healthcare professionals and non‐government organisations, and research evidence must underpin decisions.


How to Mentor But Not to Helicopter Students in Inclusive Higher Education

Background BLuE – ‘Bildung, Lebenskompetenz und Empowerment’ [‘Education, Life Skills and Empowerment’] – is an inclusive university programme with a peer‐mentoring system, where students of the primary education programme assist students with attributed cognitive or mental disabilities as tutors. Deutsch et al. (2024) showed that it is a challenge to achieve a balance between providing adequate support and avoiding well‐meant but exaggerated support. This balance requires on‐going negotiations. Methods The participatory research project contained two sequences of semi‐structured focus groups with BLuE students and tutors. Results Various points of tension, all concerning negotiation of responsibility, were identified. Tutors individually seem to manage responsibility for the BLuE student's study without openly discussing it, often making decisions internally. BLuE students make decisions for themselves in accordance with tutors' preferences but without reference to recognised problems. Conclusions Tutors play a crucial role in fostering self‐responsibility and autonomy in BLuE students. Rather than feeling solely responsible for ensuring course requirements are met, tutors and BLuE students should engage in open discussions about how to share responsibility for the student's studies and the process of gaining greater independence.


Impact of COVID‐19 Pandemic on Children With Intellectual Disabilities and Their Parents: The Perspective of Parents in India

January 2025

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73 Reads

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1 Citation

Background The COVID‐19 pandemic affected children with intellectual disabilities and their parents in numerous ways. This study investigates the impact by analysing the narratives of their parents in the city of Guwahati, located in Assam, a northeastern state of India. The study contributes to the scholarship on intellectual disability in relation to the COVID‐19 pandemic. It suggests the central role of parents and the necessity of empowering them with timely information and disability training, which will help sustain the uninterrupted development of children. Methods This study employs a qualitative method with semi‐structured interviews. Twelve parents of children with intellectual disabilities from three special schools participated in this study. The questions explored their lived experiences with their children, caregiving responsibilities at home and the challenges they faced due to the disruption of special services during the pandemic. Findings Four key themes emerged from this study: (1) the pandemic led to the disruptions of special services for children with intellectual disabilities, (2) children's physical mobility was restricted at home, and they could not access regular need‐based therapies or exercise their social skills in special schools, (3) parents suffered psychological stress as they could not fathom how to manage the children at home and (4) parents underwent financial hardships due to their lack of resources and loss of family income during the pandemic. Conclusions Parents emphasized the need for timely information regarding disability‐related measures to understand and deal with the risks of the pandemic. Some parents tried to engage their children in activities at home. This study recommends the strengthening of disability training for parents to limit the negative psychological effects and issues faced by children with intellectual disabilities. Future research should explore and unravel positive coping mechanisms used by the parents.


Participants by course and type.
Inclusive Research for an Inclusive University: Analysing the Investiguem Programme Experience

January 2025

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104 Reads

Background: An increasing number of Spanish universities have been promoting post‐compulsory education for the social and occupational inclusion of young people with intellectual, developmental and/or autism spectrum disabilities. In this study, we critically analysed Investiguem , an inclusive research training programme developed at a Spanish university. This analysis was driven by a twofold aim: to assess the impact of the programme as a transformative endeavour for participants and to analyse the tension‐related effects of the programme on university research cultures, policies and practices. Methods: Methodologically, this study was a programme evaluation. Findings: The results revealed substantial changes in participating students in terms of the personal, social and research competencies that they acquired. They also became empowered, gained self‐determination, actively participated in all phases of research and developed greater independence and autonomy. Researchers involved in the programme reported changes in the questioning of their roles and positioning as researchers, the ethics and usefulness of research, accessibility and trust in young individuals. Conclusions: The findings provide practical implications based on a counter‐hegemonic model of inclusive research uncovered elements that put a strain on research cultures, practices and policies to improve them.


FIGURE 1 | The connecting locally project: Key supports for implementation.
Local connectors and activity type.
Can Natural Supporters Be Fostered to Support Adults With Intellectual Disabilities to Become Local Volunteers or to Join Mainstream Leisure Groups in Irish Rural Towns and Villages?

December 2024

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21 Reads

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1 Citation

Background/Aims This study explored supporting the social inclusion of adults with intellectual disabilities living in rural areas, by engaging natural supporters (other than family members and paid staff). Methods This qualitative study involved educating and preparing six local connectors—each a member of mainstream volunteering and/or leisure clubs to support six people with intellectual disabilities to join. Qualitative interviews were used to explore the experiences of local connectors. Findings Six clusters of meaning were identifiable from content analysis including the support provided by local connectors, communication/interaction and supports for continued attendance. Rural local connectors had strong local knowledge and connections that facilitated those with disabilities to make local acquaintances. Conclusions/Implications As part of a structured programme, natural supporters can be engaged to support people with intellectual disabilities to become known and make connections in their rural neighbourhoods. Implications for practice include sourcing social roles as close as possible to home for rural dwellers and the importance of flexible transport. The characteristics of local connectors and the club ethos/culture that facilitates social inclusion are identified. Policy recommendations include that local authorities offering funding to local clubs develop guidelines and education for members, with a view to embedding diverse membership as a guiding principle.


‘We Are Students: Experiences From Our Student Lives at a University in Norway’

December 2024

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16 Reads

Adults with intellectual disabilities in Norway lack opportunities for higher education. A pilot project at one university college seeks to develop higher education courses accommodating students with intellectual disabilities. Two of the students, Tone and Ingrid, wrote accounts of their educational journeys. They wrote about their experiences in kindergarten, primary school, secondary school, and their experiences as students at a university college. This retrospective of their educational journeys is essential for a better understanding of persons with intellectual disabilities as learners. Two researchers, who are also project leaders and teachers at the pilot project supported Tone and Ingrid in their writing. They asked questions, translated the stories to English and helped with the structure of the stories. In the end, we summed up the students’ learning experiences.


You Can't Exclude Us Anymore! A Critical Reflection of Inclusive Research and Teaching Opportunities for People With Intellectual Disabilities in University Settings

People with intellectual disabilities should have opportunities to work within universities. Inclusive research and coteaching opportunities are some ways that people with intellectual disabilities can have meaningful employment opportunities within universities. This paper was cowritten with people with intellectual disabilities. The paper discusses the experiences of people with intellectual disabilities, researchers and a disability grassroots organisation in coproducing research and teaching experiences. Two coproduced lists were developed: (1) To help universities better understand how to include people with intellectual disabilities in research and teaching opportunities and (2) to help other people with intellectual disabilities know what to do when working at a university.


Demonstrating Progress and Potential: Lessons Learned From Federally Funded Inclusive Postsecondary Education in the United States

December 2024

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17 Reads

Background Since 2010, there has been significant growth in the United States in the number of students with intellectual disability accessing higher education, driven by federal legislation and funding. Currently, over 340 institutions of higher education provide programs of study for students with intellectual disability. Of these programs, 134 have received federal funding through the Transition and Postsecondary Education Program for Students with Intellectual Disabilities (TPSID) model demonstration program. The Think College National Coordinating Center (NCC), the evaluator of the TPSID model demonstration projects, has collected annual data on student activities and outcomes. Methods This study provides trend analysis of data from the TPSID model demonstration program on almost 5000 students with intellectual disability over a 13‐year period. Findings This analysis identified trends in student characteristics, university access, employment, support and outcomes of federally funded higher education programs. Conclusions The TPSID model demonstration program and resulting student and program data substantially impacted higher education program development and quality in the United States. Trends reflected in this study demonstrate growth in inclusive course access, employment, credential attainment and use of financial aid for college students with intellectual disability. The study provides implications for practice, research and policy in the United States and internationally.


Nurse–Mother Collaborations in Disability Day‐Service Centres for Individuals With Intellectual Disabilities

December 2024

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8 Reads

Background Day‐service centres offer valuable support for individuals with intellectual disabilities, often referred to as service‐users. Due to potential communication challenges, nurses must gather information from caregivers, particularly mothers. This study explores the collaboration between nurses at day‐service centres and the mothers of service‐users to enhance care quality. Methods This qualitative study collected data from six nurses working at day‐service centres in Japan and conducted an analysis using a descriptive narrative approach. Each nurse participated in two or three semi‐structured interviews, where nurses were encouraged to speak freely, resulting in 16 interviews. Findings Three key themes emerged from the collaboration between nurses and service‐users’ mothers: (1) ‘building good relationships with parents to ensure a smooth exchange of information about service‐users’; (2) ‘providing the same care at the day‐service centre as the service‐user would receive at home’; and (3) ‘identifying areas that nurses cannot compromise on while respecting how mothers care for their children’. Conclusions These findings provide insights into effective nursing care for individuals with intellectual disabilities in day‐service centres, emphasising the importance of productive engagement with their mothers.


FIGURE 1 | Coding excerpt. [Color figure can be viewed at wileyonlinelibrary.com]
Demographics and employment of participants at the time of research interview.
Working to Work: Gaining Employment After Inclusive Postsecondary Education

December 2024

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15 Reads

Background Individuals with intellectual disability in the United States have historically been underemployed due to societally constructed barriers. Recently, more individuals with intellectual disability have been attending Inclusive Postsecondary Education (IPSE) programmes, which have contributed to improving their employment outcomes. Methods This qualitative study analyzed the experiences of five graduates from one IPSE programme who completed an internship during their programme. Semistructured interviews were used to discuss their IPSE internship experiences, current employment and future goals. Transcripts were coded and analyzed inductively. Findings At the time of the interviews, each participant had competitive employment. The findings illustrated two significant categories of resources used to gain employment postgraduation: internal university resources such as university staff, course content, work sites and networking groups; and external university resources, including parents, community service agencies and the Internet. Conclusions Although external university resources were important to the participants in this study, they may be an area of inequity when considering the intersectionality of disability and other marginalized identities such as race and socioeconomic status. To combat any lack of external resources a student may have, IPSE programmes should plan to address potential inequities programmatically.


‘People With Intellectual Disabilities Can Really Go to Uni, They Can Study, They Just Need That Extra Assistance’–Stories of People With Intellectual Disability Experiencing University in Australia

December 2024

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18 Reads

Background This paper was written by researchers with and without intellectual disability working in two Australian universities. Each university has an inclusive programme. The co‐researchers were former students of these programmes. The reason for this study was to find out what people in these two programmes did while they were at university, what they liked and disliked about their experience and what they have been doing since they finished university. Methods Researchers recorded conversations about university experiences with 10 current and former students of the two programmes and five participants' family members. From this, the students' ‘journey’ to, through and after university was co‐written by a pair of researchers with and without lived experience. These stories were reviewed by a team of people with lived experience. In this paper, five journeys are presented as well as a summary of what was reported across all 10 stories. Findings The study found that participants had a positive experience at university and developed self‐confidence. They enjoyed learning and having choices in their learning. Some students reported feeling included, meeting new people, having good relationships with mentors and having positive involvement with university clubs. Others reported difficulties making friends, feeling unaccepted or not fully included in all parts of university life. Some programme graduates went on to paid employment or other learning. Not all students felt supported with the move to other opportunities after university. Conclusions This study highlights the importance of including people with intellectual disability as researchers and advisors in studies about people with intellectual disability. The study also shows more needs to be done within these programmes to help students develop genuine relationships at university beyond the programmes. More needs to be done to ensure new friendships continue after leaving the programme. Students also need to be better supported on their post‐university journeys.


Barriers to Healthcare for People With a Learning Disability From Ethnic Minorities: Perspectives of Self-Advocates and Carers

December 2024

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73 Reads

Background: People with a learning disability from ethnic minorities experience barriers in their access to healthcare services and poorer health outcomes. This study aimed to explore the factors that contribute to these barriers and to better understand how they can be reduced. Methods: Twenty ‘experts by experience’ took part in experience‐based co‐design workshops to ascertain how lived experiences related to findings from a co‐designed scoping review. Audio recordings were transcribed and analysed using framework analysis. Findings: Self‐advocates and carers experienced discrimination within a range of healthcare settings; however, recognising and understanding the source was difficult. Many people reported a lack of reasonable adjustments or support services that considered their ethnic identities. Participants also experienced isolation and stigma within their own family and community networks. Access to healthcare was adversely affected by COVID‐19. Many people were unaware of the Learning Disability Register and there was insufficient support when transitioning between healthcare services. Conclusions: Services can be improved by effective communication, continuity of care and an enhanced understanding of the experiences of learning disability across different ethnic groups. Understanding an individual's needs and preferences from the first point of contact is important for the allocation of resources.


Exploring the Sense of Virtual Community Among Members of the Registered Nurse in Intellectual Disability (RNID) Excellence Ireland Network Facebook Group

December 2024

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1 Read

Background Virtual Communities of Practice offer opportunities to build professional support networks, encourage continuing professional development, share knowledge and promote the translation of evidence into nursing practice. The Registered Nurse in Intellectual Disability (RNID) Excellence Ireland Network is a private Facebook group aimed at promoting and maintaining the RNID's professionalism. This article explores the sense of virtual community and factors that impact the engagement of members of the RNID Excellence Ireland Network Facebook group with group activities. Materials and Methods The study design incorporated a cross‐sectional descriptive survey that explored the sense of virtual community and engagement factors of registered and student nurses with group activities. The questionnaire was administered to registered and student nurses in Intellectual Disability ( n = 140, age range 18−65 years) in Ireland. Results The majority of registered/student nurses rated their engagement with the Facebook page very highly for promoting a sense of virtual community of practice and a safe and trustworthy environment where information could be shared, questions answered and a support network developed. However, concerns about social media privacy impacted engagement with the platform for almost one‐third of participants. Conclusion Senior nurses engage with group activities, ensuring junior colleagues receive quality mentorship in the spirit of the Code of Professional Conduct and Ethics for Registered Nurses and Registered Midwives. Efforts should be continued to engage students with the virtual community of practice as part of the professional practice toolkit for the RNID.


Classic Grounded Theory: A Rigorous Methodology for Research Involving Participants With Severe/Profound Intellectual Disabilities

December 2024

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50 Reads

Background Including people with severe/profound intellectual disabilities as research participants challenges researchers due to their diverse abilities to participate and express themselves. Ensuring the rigour of the research and the credibility of the findings presents a challenge. Methods We use examples from our research to demonstrate that Classic Grounded Theory offers a systematic but flexible way of undertaking rigorous, credible research that can involve participants with severe/profound intellectual disability. Findings Examples from our research show that full and adherent application of Classic Grounded Theory enabled us to generate a multivariate theory at the explanatory level. Rigorous adherence to and application of this methodology and in-depth analysis of video data unveiled subtle interaction and communication behaviours, as well as the development of tool-use understanding. Conclusion It is important that people with severe/profound intellectual disabilities are included in research, so their experiences inform the knowledge and evidence guiding and shaping their care and support. Classic Grounded Theory provides a credible, rigorous research methodology for inclusion of people that may otherwise be excluded as participants.


Mr. Talkie.
Rhena.
Kerri.
Researching Together: Researchers With and Without Disabilities Engage Across National and Interdisciplinary Boundaries

December 2024

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13 Reads

Introduction The Relationships and Sexuality Research Team consists of researchers with learning disabilities who specialise in research on sexual citizenship and use visual and creative research methods. They are collaborating with academics on an innovative, cross‐national, interdisciplinary and co‐produced research project that brings together research teams from Ireland, the United Kingdom and the United States. Together, we gauged how effective this way of working was for use with an international research team. Methods Each of the 10 researchers participated in an interview using graphic narrative to co‐create their story in comic form, uncover the origin stories and motivating elements of our mutual involvement and identify, in a formative way, conditions of equitable participation. Two focus groups followed this to explore perceptions and experiences of this project, one with the researchers with learning disabilities and one with the non‐disabled academics and practitioner‐researchers. Results Many benefits were identified. This approach fosters learning new perspectives and innovative research methods, leading to meaningful and equitable research outcomes. However, we identified various barriers relating to power and communication due to professional jargon, cultural terminology, speech and articulation differences, accents and online communication. This led us to devise several strategies to implement to work towards more inclusive research. Conclusion For research teams with diverse teams, there needs to be the opportunity to build trust and find common ground. Reflecting on the process and making changes early on is crucial, as well as focusing on inclusion and equity rather than agendas.


Inclusion of Students With Intellectual Disability in Saudi Universities: Understanding the Gap Between Theory and Practice

November 2024

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21 Reads

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1 Citation

Background The global discourse on higher education underscores its pivotal role in personal development, societal progress and economic prosperity. However, actual implementation and practices within universities have not kept pace, and students with intellectual disability still struggle, as their journey towards accessing and succeeding in higher education is marked by intricate challenges. Therefore, this study investigated the gap between theory and practice in Saudi universities, obtaining an in‐depth understanding of the inclusion of students with intellectual disability in universities, current challenges and factors perceived as critical for enhancing these students' enrolment and success. Methods We employed a basic interpretive qualitative approach to gain insight into the perceptions of 12 faculty members and four staff members via a series of initial and follow‐up semistructured interviews and focus group. In addition, we analysed a set of relevant documents. Findings The findings highlight the following themes: admission process and entry requirements, implementation gaps in educational policies, nondisclosure of disability, accessibility and support, and critical factors for successful inclusion; several subthemes also emerged. Conclusions This study underscores the complex dynamics between policy and practice, revealing significant gaps that need to be addressed to ensure genuine inclusivity. Based on the findings, we discuss future directions in terms of research and practice.


Creative Journeys Involving Adults With Profound and Multiple Learning Disabilities: Co‐Development in Multi‐Sensory Theatre

November 2024

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2 Reads

Background The last decade has seen developments in collaborative multi‐sensory theatre and dramatic performance involving individuals with profound and multiple learning disabilities. The current study investigated co‐development processes used by a multi‐sensory theatre company that employed four artists with profound and multiple learning disabilities. Methods A qualitative approach was adopted, involving preliminary observations and in‐depth interviews with 10 individuals who performed different roles in the company. Interviews were recorded, transcribed and analysed thematically. Findings Three themes emerged, centring around concepts of interactional ‘space’: the space between (how meanings were co‐constructed); the space around (how the dramatic narrative was coproduced); the space beyond (how collaboration occurred in the live multi‐sensory show). A fourth theme, the journey, connected all the spaces in a process of learning and changing, enjoyment, having a voice and developing the narrative. Conclusions Through participating in co‐creative processes of artistic development, people with profound and multiple learning disabilities can share their expertise and contribute to the sensory theatrical shows as artists in their own right.


Uncharted Territory: Delving into Unexplored Knowledge to Curb Ableism in Academia

November 2024

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17 Reads

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1 Citation

Introduction Language can reflect bias: an ‘intellectual’ disability means for many people that you cannot be an academic knowledge producer; a ‘learning’ disability means that your education will be hampered. Like language definitions, academic practices can reflect societal biases. The social (in)justice regarding knowledge and knowledge production is called epistemic injustice, and it has resulted in exclusion of nonconventional knowers, such as persons with intellectual or learning disabilities, from academia and higher education (other than as objects of research). Methods This paper will discuss academic practices through the lens of epistemic (in)justice and look at the potential of inclusive research and educational practices therein. We will briefly describe dominant ways of knowing (e.g., abstract, verbal), and counter these practices in exploring practical, tacit, embodied and affective ways of knowing. Findings For people with intellectual disabilities to be able to gain recognition as ‘real’ knowers within academia, we need to include diverse types of knowing and enable academic practices to be inclusive of people with intellectual disabilities. Inclusive practices can support a paradigm shift away from dominant ways of knowledge production in research and education, by centralising and correctly interpreting alternate knowledge. Experiences of scholars with intellectual disabilities appear to confirm the value of different ways of knowing. Conclusions Drawing from these experiences, we will discuss the importance of relational autonomy, collectively owned and adaptive knowledge, and the learning context.


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1.2 (2023)

Journal Impact Factor™


47%

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2.3 (2023)

CiteScore™


36 days

Submission to first decision


0.666 (2023)

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$3,120.00 / £2,090.00 / €2,620.00

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