British Journal of Learning Disabilities最新文献

{"title":"Service Evaluation of Learning Disability and Dementia Training for Care Staff","authors":"Andy Busfield,&nbsp;Deanna J. Gallichan","doi":"10.1111/bld.70008","DOIUrl":"https://doi.org/10.1111/bld.70008","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Compared to the general population, people with a learning disability are at an increased risk of earlier onset and development of dementia. Care staff training is one recommendation (NICE, 2018) identified to address this need. The BPS DCP &amp; RCP (2015) provide a framework for the delivery and content of learning disability and dementia training. The aim of this service evaluation is to evaluate the impact and content of learning disability and dementia training on care staff knowledge and confidence.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A mixed methods convergent parallel design was utilised, applying a pre and post training questionnaire. Quantitative data was collected about care staff knowledge and confidence, and qualitative data to understand how the training content impacted on this.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>There was a significant increase in care staff knowledge and confidence following training. Big picture codes emerged from the data including ‘Learning disability and dementia knowledge’, ‘Application of knowledge’, ‘Impact of training’, ‘Systemic issues’ and ‘Delivery of training’.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Emerging narratives including learning styles, safe uncertainty and self-efficacy theory are discussed. Recommendations include a review of learning styles across sessions to facilitate learning of complex content, transfer of knowledge into practice and provision of training to other groups.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 1","pages":"134-146"},"PeriodicalIF":1.3,"publicationDate":"2025-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147269029","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":"Online Resources on Supported Decision-Making for Irish Adults With Intellectual Disabilities and Their Family and Professional Carers: An Environmental Scan","authors":"Hannah Casey,&nbsp;Deirdre Desmond,&nbsp;Laura Coffey","doi":"10.1111/bld.70022","DOIUrl":"https://doi.org/10.1111/bld.70022","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This study aimed to determine what information is publicly available online for people with intellectual disabilities in Ireland and their professional and family carers regarding supported decision-making and the recently commenced Assisted Decision-Making (Capacity) Act.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Potentially eligible online resources identified through a Google search and consultation with relevant experts were reviewed for eligibility using a two-stage screening process. Resources selected for inclusion underwent data extraction and were assessed for quality and accessibility using a modified version of the Patient Education Materials Assessment Tool.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Of 101 resources identified, 13 were deemed eligible for inclusion. Resources were mostly targeted towards professional carers and rarely focused on the everyday decision-making needs of people with intellectual disabilities. Evaluation of these resources demonstrated poor understandability and accessibility.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The findings indicate a gap in the provision of practical information on supported decision-making and the Assisted Decision-Making (Capacity) Act to people with intellectual disabilities and their decision-making supporters in Ireland, and highlight the need for the codesign of accessible resources to guide the implementation of supported decision-making in more everyday contexts that are tailored to the needs and preferences of this cohort.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 1","pages":"124-133"},"PeriodicalIF":1.3,"publicationDate":"2025-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.70022","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147268983","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":"Inclusive Research Ethics in Saudi Universities: A Document Analysis of Disability Representation and Alignment With the CRPD and BERA","authors":"Zahra Abdulelah Al-Khamis","doi":"10.1111/bld.70021","DOIUrl":"https://doi.org/10.1111/bld.70021","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background and Aims</h3>\u0000 \u0000 <p>Inclusive research ethics ensure that people with disabilities are recognised as equal partners in research. Frameworks like the CRPD and BERA highlight accessibility, autonomy, and participation, yet little is known about how these values are reflected in national ethics codes, especially in non-Western contexts. In Saudi Arabia, where universities regulate academic research, this study examines how ethics codes from 22 public universities address disability inclusion and align with CRPD and BERA standards.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A qualitative document analysis was conducted, assessing ethics policies against seven deductive indicators derived from the CRPD and BERA, including the recognition of disability, adapted consent procedures, support for communication and inclusive participation. Thematic analysis was also used to identify patterns of medicalised language, paternalism and procedural ambiguity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Most ethics codes used vague categories such as ‘<i>vulnerable groups</i>’ without offering practical guidance on accessibility, supported decision-making or participatory research. None of the reviewed codes referenced the CRPD, and alignment with BERA standards was limited. These findings reveal a discursive and structural disconnect between international disability rights principles and local research governance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Inclusive ethics require more than general values. They demand concrete mechanisms for accessibility, participation and coproduction. The study recommends embedding CRPD-aligned practices into university ethics policies, strengthening ethics committee training and involving people with disabilities in ethical review processes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 1","pages":"113-123"},"PeriodicalIF":1.3,"publicationDate":"2025-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.70021","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147275107","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":"Co-Researching the Past: School Memories of Adults With Learning Disabilities","authors":"Katarzyna Ćwirynkało,&nbsp;Monika Parchomiuk,&nbsp;Alicja Burzyńska","doi":"10.1111/bld.70023","DOIUrl":"https://doi.org/10.1111/bld.70023","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background and Aims</h3>\u0000 \u0000 <p>While the retrospective reconstruction of school experiences by individuals with learning disabilities remains underexplored, this study examines how adults with learning disabilities remember and interpret their educational past.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Employing an inclusive research approach, we collaborated with co-researchers who have learning disabilities. Semi-structured interviews were conducted with 33 participants (with mild, moderate, and severe learning disabilities) to collect detailed first-person narratives of their educational journeys.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Participants recalled both positive and negative experiences. Positive memories included meaningful school activities and supportive relationships with peers and teachers. Negative recollections featured peer violence, social ostracism, exclusion, and neglect by educators.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The findings highlight critical implications for fostering inclusive education, underscoring the necessity of safer, more supportive school environments for students with learning disabilities.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 1","pages":"103-112"},"PeriodicalIF":1.3,"publicationDate":"2025-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147280929","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":"Entrepreneurial Becomings—The Disruptive Potential of Self-Employment for People With Learning Disabilities","authors":"Keith Bates,&nbsp;Harriet Cameron","doi":"10.1111/bld.70020","DOIUrl":"https://doi.org/10.1111/bld.70020","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Many people with learning disabilities lead marginalised lives and navigate a world that values people in terms of employment and economic contribution. Although the number of people with learning disabilities in paid work was recently estimated to be just 4.8%, some people are using self-employment to create employment opportunities in ways that also demand a reappraisal of this conventional allocation of human value.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Using the narratives of three entrepreneurs with learning disabilities, this paper builds on critical disability studies’ emerging DisHuman scholarship to ask how enterprise is being used to challenge, subvert, disrupt and extend our understanding of how human becoming happens. It analyses three conceptualisations of entrepreneurship—the conditional, the relational and the DisHuman—to consider the tensions, contradictions and delight inherent in building new understandings of human value.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>The study finds that self-employment presents a conduit through which people with learning disabilities can interact with the wider social, education and welfare systems as they simultaneously reject normative notions of success while inviting new ways to embrace opportunities for inclusion.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>We think not of self-employment just as an employment outcome, but as an exciting site of potential through which individuals celebrate interconnection, interdependence and collaboration, unencumbered by normative ideals of perfection, autonomy and contribution.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 1","pages":"94-102"},"PeriodicalIF":1.3,"publicationDate":"2025-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147320784","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":"Support Worker Insights Into Working With Individuals With Learning Disabilities and Complex Needs","authors":"Kayleigh O'Shea,&nbsp;Charlotte W. Greenway","doi":"10.1111/bld.70019","DOIUrl":"https://doi.org/10.1111/bld.70019","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This study examines the perspectives of support workers in Wales supporting individuals with learning disabilities and complex needs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Conducted in a South-West Wales health and social care service, we used six in-person focus groups (<i>n</i> = 22) recruited via purposive sampling. Photo-elicitation prompts were used to deepen reflection, and transcripts were analysed inductively using Braun and Clarke's thematic analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>The analysis generated three overarching themes: Strengths, Support and Sources of Pride in the Role, Challenges and Barriers in Daily Practice and Calls for Training, Recognition and Fair Pay. While participants reported strong commitment and enjoyment, they highlighted the need for more managerial support, as they often relied on team members. Reports of anxiety, isolation, and inconsistent support indicate risks to staff well-being and retention.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The study underscores the importance of structured induction and managerial presence in reducing burnout and sustaining workforce stability. Calls for pay reform and improved recognition reflect wider concerns about equity, responsibility, and retention in social care. These insights have significant implications for workforce strategy in Wales and contribute to international discussions on workforce sustainability in learning disability services, offering transferable insights into how rights-based policy frameworks, ethical guidance, and supportive workplace cultures can strengthen recruitment, retention, and the quality of care.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 1","pages":"85-93"},"PeriodicalIF":1.3,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.70019","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147268913","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":"Developing a Trauma Checklist for People With a Learning Disability Accessing Community Health and Support Services","authors":"Sarah Wigham,&nbsp;Arman Iranpour,&nbsp;John L. Taylor,&nbsp;Claire Hills-Wilson,&nbsp;Pamela Reitemeier,&nbsp;Katharine Petersen,&nbsp;Iain McKinnon,&nbsp;Simon S. Hackett","doi":"10.1111/bld.70018","DOIUrl":"https://doi.org/10.1111/bld.70018","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Research suggests people with a learning disability experience high prevalence of adverse life events which may result in trauma-related mental health conditions. Identifying trauma-related mental health conditions can facilitate access to support, however research suggests they may be under-identified in this group. The aim of this study was to develop trauma checklists appropriate for people with a learning disability accessing community health and support services.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The checklist was developed iteratively during consultation and informed by the Lancaster and Northgate Trauma Scales. Data were collected during interviews and focus groups and analysed using thematic analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Twenty-eight participants included seven people with a learning disability, two relatives and 19 service providers. Two trauma checklists, each with 13 questions were developed including an accessible self-report and an informant or observer version. Content validity, face validity, utility and acceptability were supported. Three themes were identified including: (i) recognising trauma responses and early identification, (ii) continuity of care and care pathways and (iii) characteristics of the checklists.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The checklists can be used to raise awareness of trauma and support development of trauma care pathways for people with a learning disability accessing community health and support services.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 1","pages":"74-84"},"PeriodicalIF":1.3,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.70018","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147268878","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":"A Qualitative Study on the Role of High School in Supporting the Transition to Post-School Life for Young Men With Intellectual Disabilities","authors":"Sohil Alqazlan,&nbsp;Vaso Totsika","doi":"10.1111/bld.70016","DOIUrl":"https://doi.org/10.1111/bld.70016","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The transition to adult life is complex for young men with intellectual disabilities, who face limited opportunities in education and the workplace. Though schools should support this process, little is understood about how these individuals prepare for the transition.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methodology</h3>\u0000 \u0000 <p>Fifteen participants, including seven young men with intellectual disabilities, seven legal guardians, and a Ministry of Education inspector, were interviewed to provide insights on preparing for post-school life transition.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Findings highlighted that while young men with intellectual disabilities had generally positive high school experiences, preparation for transition was minimal despite existing educational policies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The present findings highlight an implementation gap in Riyadh, where educational policies regarding IEPs are not implemented as intended, and vocational training policies fail to reach their full potential due to partial implementation. Communication between schools and families remained limited, even though students reported positive experiences at school.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 1","pages":"65-73"},"PeriodicalIF":1.3,"publicationDate":"2025-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147268968","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":"Video Interaction Guidance With Adults With Intellectual Disabilities and Their Support Workers: A Service Evaluation","authors":"Áine Maguire,&nbsp;Vicky Anagnostopoulou,&nbsp;Joe Levi-French,&nbsp;Deanna J. Gallichan","doi":"10.1111/bld.70013","DOIUrl":"https://doi.org/10.1111/bld.70013","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This service evaluation focused on support workers' perceptions of Video Interaction Guidance (VIG) offered by an NHS Community Learning Disabilities Team.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A mixed-methods design was employed. Support workers developed goals and rated their progress before and after VIG sessions. Thematic analysis was used to analyse qualitative data on the nature of the goals developed, and the strengths and working points identified. The differences between progress ratings before and after VIG were analysed using the Wilcoxon signed-rank test. Retrospective interviews helped to further understand support workers' experiences of VIG.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Support workers identified goals, strengths and working points that emphasised their relationship with the person, and their confidence as workers. VIG appeared to increase their self-rated progress towards goals, and their understanding of their clients, which they felt helped them improve their quality of care. Barriers to VIG were identified, namely anxiety about being filmed and the expectation that VIG would not be helpful.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>VIG has potential as an intervention to enable support workers to develop their practice with people with intellectual disabilities. More research is needed to extend and generalise these findings.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 1","pages":"48-58"},"PeriodicalIF":1.3,"publicationDate":"2025-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.70013","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147269034","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":"What Does ‘Old’ or ‘Older’ Mean for the Cohort of People With Intellectual Disabilities? An Alternative Approach to Defining Commencement of Ageing in a Given Population","authors":"Stuart Wark,&nbsp;Rafat Hussain,&nbsp;Edouard Tursan D'Espaignet","doi":"10.1111/bld.70015","DOIUrl":"https://doi.org/10.1111/bld.70015","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Within both the mainstream and the intellectual disability sectors, there is a current focus on the predicted impacts of an ‘ageing’ population, and how to best respond to emerging support issues. However, one of the fundamental questions pivotal to determining when interventions should begin remains unanswered; when does ‘ageing’ commence for people with intellectual disabilities?</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aim</h3>\u0000 \u0000 <p>This commentary aims to stimulate discussion around the definition of ageing by proposing a different way to conceptualise a commencement point. Working retrospectively from a given cohort's life expectancy figure, the commencement of ageing is argued to be the point from which age-related health comorbidities significantly impact that population.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>It is not suggested that this approach is the answer to defining the commencement of ageing; instead, it is proposed as a different way to conceptualise ageing for people with intellectual disabilities to facilitate meaningful comparisons with mainstream peer cohorts.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 1","pages":"59-64"},"PeriodicalIF":1.3,"publicationDate":"2025-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147315475","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}