British Journal of Learning Disabilities最新文献

{"title":"Engagement as a Vital Sign: Reconceptualising Motivation and Assessment for Learners With Profound and Multiple Learning Disabilities","authors":"Charlotte Fernandes","doi":"10.1111/bld.70051","DOIUrl":"https://doi.org/10.1111/bld.70051","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background and Aims</h3>\u0000 \u0000 <p>Learners with profound and multiple learning disabilities are frequently marginalised within conventional assessment systems because these systems rely heavily on verbal self-report and standardised attainment measures. This study examined whether engagement could be observed and interpreted as a meaningful indicator of learner state in complex needs contexts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Using an integrated qualitative and quantitative observational design, six learners aged 10–14 who did not use speech as their primary means of communication were observed across baseline activities and learning conditions aligned with self-determination theory. Engagement and motivation were examined through behavioural coding, motivational profiling and interpretive observational analysis. Interrater reliability demonstrated good to very good agreement, with Kappa values of 0.71–0.82.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Thematic analysis identified four interrelated dimensions of engagement: relational safety, supported autonomy, regulation through disengagement and re-engagement and assessment as interpretive practice. Autonomy- and relatedness-oriented conditions were more consistently associated with sustained engagement than competence-focused activities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The findings suggest that engagement may offer a useful, context-sensitive alternative to deficit-based assessment for learners with profound and multiple learning disabilities when interpreted relationally and cautiously. Rather than functioning as a measure of compliance or attainment alone, engagement may help practitioners understand participation, readiness and environmental fit in complex needs contexts.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 3","pages":"438-446"},"PeriodicalIF":1.6,"publicationDate":"2026-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.70051","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148710457","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":"Latent Profile Analysis of Challenging Behaviour in Individuals With Intellectual Disabilities: Examining Associated Factors and Life Satisfaction","authors":"Yesang Cho","doi":"10.1111/bld.70036","DOIUrl":"https://doi.org/10.1111/bld.70036","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Challenging behaviours (CBs) are known to adversely affect life satisfaction among individuals with intellectual disabilities. Little is known about the impact of different profiles of CBs amongst individuals with intellectual disabilities in South Korea.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Latent profile analysis was conducted using cross-sectional data from 1984 Korean individuals with intellectual disabilities. The three-step approach with multinomial logistic regression was utilised to identify factors associated with the profiles of CB, while the unequal variance three-step approach was used to examine relationships between the profiles of CB and life satisfaction.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>There were four latent profiles: Stable Behaviour Group, Pervasive Challenging Behaviour Group, Disruptive Behaviour Group and Violent Behaviour Group. Personal factors (age, gender and employment status), disability severity and functioning-related factors (intellectual ability, communication skills and activities of daily living) were significantly associated with the profiles of CB. Proxy-reported life satisfaction scores appeared lower for individuals in the Violent Behaviour Group than those in other groups.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The findings suggest that CBs are heterogeneous, with four distinct latent profiles. Various factors were found to be associated with the profiles of CB, providing a strategic basis for developing individualised interventions.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 3","pages":"303-312"},"PeriodicalIF":1.6,"publicationDate":"2026-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.70036","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148710414","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":"Physical Activity, Sleep and Sedentary Behaviour of Adults With Intellectual Disabilities, Family Caregivers and Service Providers During COVID-19 Pandemic Recovery","authors":"Laura C. Koch,&nbsp;Yona Lunsky,&nbsp;Kathleen Tremells,&nbsp;Tiziana Volpe,&nbsp;Anupam Thakur,&nbsp;Johanna Lake,&nbsp;Laura St. John","doi":"10.1111/bld.70034","DOIUrl":"https://doi.org/10.1111/bld.70034","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Guidelines outline recommended amounts of physical activity (PA), sleep and sedentary time for optimal health. Research suggests that adults with intellectual disabilities (ID) often do not meet recommendations and that engagement in healthy behaviours is impacted by those around them. The COVID-19 pandemic amplified these concerns. This study aimed to characterise PA, sleep and sedentary time among adults with ID and two key groups who support these adults: formal (service providers) and informal (family) caregivers during pandemic recovery efforts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Thirty-nine adults with ID, 127 family caregivers and 116 service providers across Canada completed a cross-sectional survey in spring/summer 2022. Self-reported PA, sleep duration and sedentary time were compared to the Canadian 24-Hour Movement Guidelines.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Activity levels varied widely. Walking was the most common form of PA. Many participants (63.8%) met PA guidelines when walking was included, but only 25% met guidelines when walking was excluded. Over half of adults with ID reported sleep durations above recommendations, and concerns about sleep quality were common across all groups. Sedentary time was highly variable and likely underestimated.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Some participants across the three participant groups fell short of guideline recommendations. Promoting accessible, varied activity—especially walking at a moderate intensity—and supporting caregivers may improve health outcomes across all groups.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 3","pages":"324-333"},"PeriodicalIF":1.6,"publicationDate":"2026-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.70034","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148710477","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":"EarlyMind-ID: Co-designing an Early-Signs Informant-Based Checklist and Tracking Framework for Dementia in Adults With Intellectual Disabilities","authors":"Acton Daniel,&nbsp;Waites Robert,&nbsp;Duncan Caroline,&nbsp;Lane Steven,&nbsp;Jaydeokar Sujeet","doi":"10.1111/bld.70049","DOIUrl":"https://doi.org/10.1111/bld.70049","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Adults with intellectual disabilities, particularly those with Down's syndrome, are at increased risk of developing dementia, yet early changes are often subtle and first noticed by family members or paid support staff rather than clinicians. While validated diagnostic instruments exist, they are designed for specialist assessment and serve a different purpose from routine caregiver observation and documentation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Using an iterative co-design approach, we combined an updated review of existing instruments, secondary analysis of lived-experience data, discussion groups, consensus workshops, and qualitative usability feedback involving people with intellectual disabilities, family carers, paid support staff and clinicians.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Co-design identified priority domains reflecting functional, behavioural, emotional and communication changes that may precede diagnosis, particularly among people with Down's syndrome. A 14-item informant-based checklist and tracking framework were developed. Face and content validity were supported through stakeholder review. Users estimated completion time at 10–15 min and reported good acceptability and usability.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>EarlyMind-ID represents a co-designed, early-stage checklist and tracking framework intended to support caregiver observation alongside existing diagnostic assessment processes. Further work is required to examine feasibility, implementation and measurement properties before any clinical application.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 3","pages":"413-423"},"PeriodicalIF":1.6,"publicationDate":"2026-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.70049","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148710401","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":"Centring Artists With Learning Disabilities: Exploring Access to Visual Arts","authors":"Sara Demény,&nbsp;Elvira Crois,&nbsp;Geert Vandermeersche,&nbsp;Free De Backer","doi":"10.1111/bld.70044","DOIUrl":"https://doi.org/10.1111/bld.70044","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Research rarely focuses on the perspectives of individuals with learning disabilities in relation to access to visual arts, resulting in significant gaps in understanding their preferences, needs, and lived experiences. This underrepresentation reflects a broader societal pattern in which voices of people with learning disabilities remain marginalised in cultural discourse. This qualitative study, informed by the framework of crip curation, explored how 11 artists with learning disabilities perceived and experienced access to visual arts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Semi-structured interviews and fieldnotes were used to centre their perspectives as both artists and audience members.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Our findings showed that participants conceptualised access in three interrelated ways: first, as an interpretative orientation shaped by previous normative art experiences as audience members; second, as a multimodal form of engagement in which personalised and flexible strategies were valued over standardised access provisions; and third, as a relational process in which access was conditionally recognised. Together, these findings highlighted the tensions between the forms of access envisioned by participants and prevailing access practices.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>We argue for curatorial approaches that embrace subjective, relational, and co-created forms of access, aligned with the principles of crip theory.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 3","pages":"373-382"},"PeriodicalIF":1.6,"publicationDate":"2026-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.70044","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148710424","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":"Incorporating a Picture-Based Book Into Routine Care for People With Epilepsy and Intellectual Disabilities: Perspectives From Patients, Carers and Clinicians","authors":"Silvana E. Mengoni,&nbsp;Charlotte Hamlyn Williams,&nbsp;Rachel Batchelor,&nbsp;Lauren Fitzgerald,&nbsp;Jamie Murdoch,&nbsp;Indermeet Sawhney,&nbsp;David Wellsted,&nbsp;John Willmott,&nbsp;Georgina Parkes","doi":"10.1111/bld.70024","DOIUrl":"https://doi.org/10.1111/bld.70024","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>People with intellectual disabilities are more likely to experience epilepsy than the general population, negatively affecting their quality of life. Accessible and personalised resources may support epilepsy management. This study explores patients', carers' and clinicians' perspectives on using a picture-based book to support epilepsy care in a clinical consultation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Eighteen adults with intellectual disabilities and epilepsy took part in an interview 4-weeks after they had used the Beyond Words ‘Getting on with epilepsy’ book with a clinician. In 13 of these interviews, carers also took part. Five clinicians involved in book use also took part in interviews. Reflexive thematic analysis was used.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Book use extended people's understanding of epilepsy, reducing anxiety and increasing confidence. Before using the book, clinicians needed to be familiar with the book's content, how to use the book and the patients' background and preferences. The book was felt to support epilepsy care in a routine service context, and participants highlighted when and how the book may be best targeted for maximum benefit.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Use of a picture-based book can provide accessible and tailored information to support epilepsy care for people with intellectual disabilities. It was felt to be feasible to use in routine clinical care, and may also be beneficial in home and social care settings.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 2","pages":"151-159"},"PeriodicalIF":1.3,"publicationDate":"2026-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.70024","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148091617","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":"Book Review - Learning Disability and Everyday Life","authors":"Poppy Budworth","doi":"10.1111/bld.70027","DOIUrl":"https://doi.org/10.1111/bld.70027","url":null,"abstract":"","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 2","pages":"296-297"},"PeriodicalIF":1.3,"publicationDate":"2026-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148080318","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":"Supporting People With Learning Disabilities as Arts Participants: Examining the Perspectives of Their Support Workers","authors":"Aline Verbeke,&nbsp;Koen Lombaerts,&nbsp;Geert Vandermeersche,&nbsp;Free De Backer","doi":"10.1111/bld.70030","DOIUrl":"https://doi.org/10.1111/bld.70030","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>People with learning disabilities often rely on support workers in order to take part in arts activities. Yet people with learning disabilities' arts participation remains low, and we know little about how support workers facilitate this. This study, therefore, examines support workers' perspectives on arts participation in the context of their practice.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Semi-structured interviews were conducted with six support workers from a Belgian day centre and analysed using reflexive thematic analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Support workers primarily view arts participation in terms of creative and cultural activities for people with learning disabilities. They distinguish these activities from what they refer to as ‘real’ art, which they associate with arts institutions (such as art museums or theatre venues). Such institutional or ‘high’ arts are largely absent from their practice, a gap they attribute to a perceived lack of interest or ability from people they support, as well as to structural accessibility barriers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The study highlights that support workers' concept of ‘real’ art aligns with a view of art that is, at its core, inaccessible. Transforming arts institutions to better accommodate people with learning disabilities and their support workers can expand the forms of arts participation currently available to them, particularly in the realm of high arts. Integrating art education into the training of support workers can further enhance this access.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 2","pages":"237-245"},"PeriodicalIF":1.3,"publicationDate":"2026-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148096374","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":"Informing the Design of Inclusive Post-Secondary Education: A Qualitative Exploration of the Perspectives of Individuals With Intellectual Disabilities","authors":"Thérèse Hennessy,&nbsp;Jennifer McMahon,&nbsp;Owen Doody","doi":"10.1111/bld.70033","DOIUrl":"https://doi.org/10.1111/bld.70033","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Aim</h3>\u0000 \u0000 <p>To explore the perspectives of individuals with intellectual disabilities on post-secondary education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Education is a fundamental human right that encourages personal growth, inclusion, and access to meaningful opportunities. Post-secondary education provides individuals with intellectual disabilities pathways to creativity, skill development and employment. This study examines their experiences and aspirations within these settings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A qualitative descriptive approach was employed, with data gathered through focus group discussions. Thematic analysis identified three main themes, which were mapped onto the normalisation process theory (NPT) framework to assist interpretation and examine how inclusive practices can be integrated and maintained.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Participants described actively engaging in daily life through sports, drama and community involvement. Although post-secondary education experiences were less inclusive, participants were motivated to learn, work and participate in university life. Barriers included inconsistent support systems and transport problems, especially in rural areas. Participants emphasised the importance of early exposure to campus environments, personalised support and practical learning placements.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Including individuals with intellectual disabilities provides key insights that can inform the development of more person-centred, inclusive post-secondary education programmes. Adding their perspectives improves alignment with both national and international policy commitments, such as the UNCRPD and Ireland's National Access Plan, ensuring higher education remains fair, inclusive and empowering for all learners.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 2","pages":"263-275"},"PeriodicalIF":1.3,"publicationDate":"2026-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.70033","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148086212","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 Makes a Person Accessible? Exploring the Characteristics of ‘Accessible People’ From the Perspective of Adults With Learning Disabilities","authors":"Melissa L. Kirby,&nbsp;Karen Burland,&nbsp;Freya Bailes,&nbsp;Charlie Barker,&nbsp;Tracey Anne Barrett,&nbsp;John Bartle,&nbsp;Leanne Hazelgrave,&nbsp;Liam Hirst,&nbsp;Joanne Hepworth,&nbsp;Ella Schofield,&nbsp;Janine Waterman","doi":"10.1111/bld.70032","DOIUrl":"https://doi.org/10.1111/bld.70032","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Previous research has investigated the factors that promote or reduce accessibility for people with learning disabilities. However, the role of people in facilitating accessible spaces, experiences and services and the characteristics on individuals that make them ‘accessible’ has been under-considered.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The present study reports on the findings from a participatory action doctoral research project. Seven people with learning disabilities were recruited and trained as co-researchers on the project. Co-researchers investigated the concept of ‘Accessible People’ via group discussion, drawings and poetry.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>People were considered to positively or negatively influence accessibility in a range of contexts. Thematic analyses revealed 10 characteristics of Accessible People. Characteristics included interpersonal qualities (such as being open-minded, friendly and welcoming and helpful and supportive) and competency-based qualities (including knowledge of learning disabilities and being easy to communicate with).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Accessible people were reported to play a crucial role in supporting the accessibility of spaces, activities and experiences. Embodiment of the characteristics of accessible people may enhance accessibility for people with learning disabilities in a variety of contexts.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 2","pages":"254-262"},"PeriodicalIF":1.3,"publicationDate":"2026-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.70032","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148078464","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}