British Journal of Learning Disabilities最新文献

{"title":"What Does It Mean to Be a ‘Person’ With Profound and Multiple Learning Disabilities? Presenting the Views of Family Members and Allies","authors":"Ben Simmons,&nbsp;Stuart Read","doi":"10.1111/bld.12652","DOIUrl":"https://doi.org/10.1111/bld.12652","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>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).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 3","pages":"457-465"},"PeriodicalIF":1.3,"publicationDate":"2025-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12652","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144910134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Nothing Separate”: Understanding Why Students With Intellectual Disabilities Choose Inclusive Post Secondary Education","authors":"Sara Jo Soldovieri,&nbsp;Beth Myers","doi":"10.1111/bld.12650","DOIUrl":"https://doi.org/10.1111/bld.12650","url":null,"abstract":"&lt;p&gt;Through the creation of and increasing adoption of Inclusive Post Secondary Education (IPSE) programmes, more students with intellectual disabilities are now enroled in colleges and universities than ever before (Blumberg et al. &lt;span&gt;2008&lt;/span&gt;; Grigal and Hart &lt;span&gt;2010&lt;/span&gt;; Think College &lt;span&gt;2024&lt;/span&gt;). IPSE programmes not only provide a pathway to colleges for students with intellectual disabilities who may otherwise not meet standard admission requirements (e.g., ACT/SAT scores, high school diploma requirements) but also provide levels of support unavailable to matriculated&lt;sup&gt;1&lt;/sup&gt; college students (e.g., modified course work). While levels of inclusivity (e.g., ability to take standard courses and live in dorms alongside matriculated peers) vary from programme to programme, each of these approximately 337 IPSE programmes (Think College &lt;span&gt;2024&lt;/span&gt;) enable students with intellectual disabilities to access college and university experiences which otherwise would be inaccessible to them. While higher education was previously inaccessible, many students with intellectual disabilities and their families are now planning for college as an expected next step after high school. Students who previously would have had a single college to apply to now have the opportunity to receive numerous acceptances to various colleges via IPSE programmes. This demonstrates a shift in the decision-making power to the student and their families rather than solely institutions. It must be noted, however, that despite these gains, only 2% of students with intellectual disabilities currently attend college and less than 6% of colleges in the United States have IPSE programmes (Gill and Myers &lt;span&gt;2023&lt;/span&gt;; Think College &lt;span&gt;2024&lt;/span&gt;).&lt;/p&gt;&lt;p&gt;The growth of the field of IPSE is not confined to increasing programme availability but includes increase of research on, about, and with IPSE students, community, and professionals. This increase in the number of IPSE programmes and number of students applying to IPSE programmes should be unsurprising given the breadth of research which indicates their benefits. Existing literature indicates a range of benefits for individuals with intellectual disabilities who have completed IPSE programmes. Post-IPSE outcome data indicates that individuals are more likely to be competitively employed and earn higher wages (Butler et al. &lt;span&gt;2016&lt;/span&gt;; Carnevale and Desrochers &lt;span&gt;2003&lt;/span&gt;; Grigal et al. &lt;span&gt;2011&lt;/span&gt;; Grigle et al. &lt;span&gt;2024&lt;/span&gt;; Marcotte et al. &lt;span&gt;2005&lt;/span&gt;; Prince and Jenkins &lt;span&gt;2005&lt;/span&gt;). Beyond the benefit of increased rates of competitive employment, research also shows that having completed an IPSE programme correlates to increased levels of self-determination (Alqazlan et al. &lt;span&gt;2019&lt;/span&gt;; Grigle et al. &lt;span&gt;2024&lt;/span&gt;; Ju et al. &lt;span&gt;2017&lt;/span&gt;), higher levels of confidence (Alqazlan et al.&lt;span&gt;2019&lt;/span&gt;; Grigle et al. &lt;span&gt;2024&lt;/span&gt;; Ju et al. &lt;s","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 2","pages":"223-229"},"PeriodicalIF":1.2,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12650","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144091913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Healthcare Barriers and Inequities: The Lived Experiences of Women With Intellectual Disabilities in Chile","authors":"Izaskun Álvarez-Aguado,&nbsp;Vanessa Vega Córdova,&nbsp;Miguel Roselló-Peñaloza,&nbsp;Maryam Farhang,&nbsp;Felipe Muñoz La Rivera,&nbsp;Félix González-Carrasco,&nbsp;Herbert Spencer González","doi":"10.1111/bld.12653","DOIUrl":"https://doi.org/10.1111/bld.12653","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>A qualitative design was used, collecting data through semi-structured interviews to examine communication challenges, discrimination and unmet support needs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 3","pages":"446-456"},"PeriodicalIF":1.3,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144910026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘The Heart in Learning’: Cross-National Inclusive Higher Education Perspectives From Students With Intellectual Disabilities and Student Teachers","authors":"Susan Carpenter,&nbsp;Ingrid Geier","doi":"10.1111/bld.12651","DOIUrl":"https://doi.org/10.1111/bld.12651","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 3","pages":"466-475"},"PeriodicalIF":1.3,"publicationDate":"2025-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144909922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Inclusive Climate Action: A Scoping Review on the Representation and Inclusion of People With Intellectual Disability in Climate Change Research","authors":"Chloe Watfern,&nbsp;Philippa Carnemolla","doi":"10.1111/bld.12632","DOIUrl":"https://doi.org/10.1111/bld.12632","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <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>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Using PRISMA-ScR guidelines, this scoping review maps the academic literature surrounding intellectual disability and climate change.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <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>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <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>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 3","pages":"428-445"},"PeriodicalIF":1.3,"publicationDate":"2025-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12632","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144910065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Advancing a Universal European Cancer Prevention Methodology for People With Intellectual Disability: Findings From CUPID Workshops in Ireland and Türkiye","authors":"Martin McMahon,&nbsp;Ercan Asi,&nbsp;Vera Dimitrievska,&nbsp;Sebahat Gozum,&nbsp;Aysegul Ilgaz,&nbsp;Cara Martin,&nbsp;Mairead O'Connor,&nbsp;Kate Sykes,&nbsp;Peter Knapp","doi":"10.1111/bld.12649","DOIUrl":"https://doi.org/10.1111/bld.12649","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Researchers, practitioners, policymakers and other stakeholders with a role in cancer prevention programmes or cancer care (<i>n</i> = 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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 3","pages":"416-427"},"PeriodicalIF":1.3,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12649","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144910070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How to Mentor But Not to Helicopter Students in Inclusive Higher Education","authors":"Verena Hawelka,&nbsp;Maria Kreilinger,&nbsp;Christina Penn,&nbsp;Eva Steindl","doi":"10.1111/bld.12646","DOIUrl":"https://doi.org/10.1111/bld.12646","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The participatory research project contained two sequences of semi-structured focus groups with BLuE students and tutors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 1","pages":"203-210"},"PeriodicalIF":1.2,"publicationDate":"2025-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143446685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impact of COVID-19 Pandemic on Children With Intellectual Disabilities and Their Parents: The Perspective of Parents in India","authors":"Pariz Pikul Gogoi,&nbsp;Munmun Jha","doi":"10.1111/bld.12647","DOIUrl":"https://doi.org/10.1111/bld.12647","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 3","pages":"405-415"},"PeriodicalIF":1.3,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144910066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Inclusive Research for an Inclusive University: Analysing the Investiguem Programme Experience","authors":"Odet Moliner,&nbsp;Inmaculada Orozco","doi":"10.1111/bld.12648","DOIUrl":"https://doi.org/10.1111/bld.12648","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>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 <i>Investiguem</i>, 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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Methodologically, this study was a programme evaluation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 3","pages":"394-404"},"PeriodicalIF":1.3,"publicationDate":"2025-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12648","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144909911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Experiences of South African Learners With Severe Intellectual Disabilities From Low Socioeconomic Backgrounds on Their Educational Challenges During the COVID-19 Pandemic","authors":"Mandie Cecilia Mudali,&nbsp;Lucia Munongi","doi":"10.1111/bld.12645","DOIUrl":"https://doi.org/10.1111/bld.12645","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The global COVID-19 pandemic brought various challenges for learners around the world. This paper reports on the perceptions of learners with Severe Intellectual Disabilities coming from low socioeconomic backgrounds in the South African context on the educational challenges that they experienced during the COVID-19 pandemic.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Using the qualitative research methodology, data were collected from six learners (three females and three males) using semi-structured individual interviews.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Thematic data analysis yielded four themes, namely, loss of learning time, lack of interaction with others, lack of access to resources and lack of parental support.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Despite the pandemic affecting every learner negatively, in this study, among those with Severe Intellectual Disabilities who came from low socioeconomic backgrounds, the challenges faced by children with severe intellectual disabilities were unique and likely worsened by having Severe Intellectual Disabilities.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 3","pages":"382-393"},"PeriodicalIF":1.3,"publicationDate":"2025-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12645","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144910060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}