{"title":"Inclusive Climate Action: A Scoping Review on the Representation and Inclusion of People With Intellectual Disability in Climate Change Research","authors":"Chloe Watfern, Philippa Carnemolla","doi":"10.1111/bld.12632","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>Climate change disproportionally affects people with intellectual disability. Despite this, people with intellectual disability are rarely included in conversations about just environmental futures.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>Using PRISMA-ScR guidelines, this scoping review maps the academic literature surrounding intellectual disability and climate change.</p>\n </section>\n \n <section>\n \n <h3> Findings</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Conclusion</h3>\n \n <p>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.</p>\n </section>\n </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 3","pages":"428-445"},"PeriodicalIF":1.3000,"publicationDate":"2025-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12632","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"British Journal of Learning Disabilities","FirstCategoryId":"3","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/bld.12632","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
引用次数: 0
Abstract
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.
期刊介绍:
The British Journal of Learning Disabilities is an interdisciplinary international peer-reviewed journal which aims to be the leading journal in the learning disability field. It is the official Journal of the British Institute of Learning Disabilities. It encompasses contemporary debate/s and developments in research, policy and practice that are relevant to the field of learning disabilities. It publishes original refereed papers, regular special issues giving comprehensive coverage to specific subject areas, and especially commissioned keynote reviews on major topics. In addition, there are reviews of books and training materials, and a letters section. The focus of the journal is on practical issues, with current debates and research reports. Topics covered could include, but not be limited to: Current trends in residential and day-care service Inclusion, rehabilitation and quality of life Education and training Historical and inclusive pieces [particularly welcomed are those co-written with people with learning disabilities] Therapies Mental health issues Employment and occupation Recreation and leisure; Ethical issues, advocacy and rights Family and carers Health issues Adoption and fostering Causation and management of specific syndromes Staff training New technology Policy critique and impact.