British Journal of Learning Disabilities最新文献

{"title":"Supporting People in an Inclusive Society: An Inclusive Society Supports Model","authors":"Miguel Ángel Verdugo,&nbsp;Robert L. Schalock,&nbsp;Laura E. Gómez,&nbsp;Patricia Navas","doi":"10.1111/bld.70014","DOIUrl":"https://doi.org/10.1111/bld.70014","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>People with intellectual and developmental disabilities have faced negative stereotypes, but progress in recognising their rights has shifted perspectives towards inclusion and civil rights in international frameworks.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The article positions the inclusive society supports model within the framework of a theory of change. This framework encompasses major life activity areas, the components of the supports model, and the goals of an inclusive society, which are to maximise human dignity and autonomy, endeavour, and engagement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>The authors describe the components of a support model that encompasses four evidence-based components: an array of supports, support needs, a systematic approach, and the evaluation of inclusive society outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The article emphasises systems thinking and systemic change, and advocates for cultural transformations rooted in human rights and shared values. Achieving true societal inclusion demands ongoing collective effort, ethical commitment, and a societal shift towards recognising both universal dignity and individual uniqueness.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 1","pages":"39-47"},"PeriodicalIF":1.3,"publicationDate":"2025-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.70014","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147275032","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":"Evaluation of a Co-Research Program: Optimising Engagement in Research","authors":"Ashley Scott,&nbsp;Sophie Rowland,&nbsp;Aniqua Mehdi,&nbsp;Eric Rubenstein","doi":"10.1111/bld.70012","DOIUrl":"10.1111/bld.70012","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Co-research methods have improved the inclusion of people with intellectual and developmental disabilities on research teams. This article presents the evaluation of the DS-TO-THE-MAX Co-Research Program to assess program process and outcomes. The team consists of co-researchers with Down syndrome and academic researchers who collaborate on health research projects important to the Down syndrome community.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We developed a logic model to map program components and outcomes. From the model, we identified and assessed five key areas. We interviewed seven co-researchers with Down syndrome and conducted a focus group with research assistants based on key areas. We analysed using thematic analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>We found that mutual recognition of contributions and multiple communication modes facilitated engagement and team connectedness. Co-researchers reported their interests and experiences drove contributions, and they saw benefits from collaborating with each other. Co-researchers noticed accessible team practices and described self-advocating. Though co-researchers did not explicitly identify as researchers, they reported making decisions and feeling heard and valued. They shared barriers such as difficult vocabulary.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Our evaluation showed that relationships and co-researchers' experiences and interests were central to research engagement. Co-research team evaluations are feasible mechanisms to improve inclusive collaboration for research team members with intellectual and developmental disabilities.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 1","pages":"28-38"},"PeriodicalIF":1.3,"publicationDate":"2025-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146054452","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":"Parenting Experiences Among Adults With Intellectual Disabilities: A Scoping Review","authors":"Rae Morris,&nbsp;Lizzy Walsh,&nbsp;Michelle Goos,&nbsp;Arielle Lomness,&nbsp;Rachelle Hole","doi":"10.1111/bld.70009","DOIUrl":"https://doi.org/10.1111/bld.70009","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Parents with intellectual disabilities face many barriers to accessing efficacious supports and services designed to support thriving in their parenting role. A review of research in this area may identify a nuanced understanding of common experiences, including potential barriers and facilitators to success and thriving.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A scoping review of 28 studies was conducted to offer a comprehensive answer to the question What are the parenting experiences as shared by adults with intellectual disabilities in the literature over the last two decades (2005–Present)?</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Key study characteristics and recurring themes are shared. Ableism was a recurring theme experienced across multiple systemic levels including: (1) institutional: broader society and child welfare systems, (2) interpersonal: formal and informal supports and (3) internalised: identity as a parent.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This study identified that discriminatory assumptions about people with intellectual disabilities and their capacity to succeed in the role of parent generate and exacerbate barriers to autonomy, empowerment, and independence. Opportunities to further research and practice in this area are shared.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 1","pages":"15-27"},"PeriodicalIF":1.3,"publicationDate":"2025-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.70009","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147275065","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 Questionnaire Exploring How Third Sector Alcohol Support Organisations in Scotland Meet the Needs of People With Intellectual Disabilities","authors":"Fionnuala Williams,&nbsp;Christos Kouimtsidis,&nbsp;Alexander Baldacchino","doi":"10.1111/bld.70003","DOIUrl":"https://doi.org/10.1111/bld.70003","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Previous research has investigated how staff from National Health Service Substance Use Disorder (SUD) services feel about supporting people with intellectual disabilities but has not explored the third (voluntary) sector, usually the main support provider in Scotland for nondependent SUD.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A questionnaire sent to third sector alcohol support agencies explored: awareness of the needs of people with intellectual disabilities, awareness of other services who can support when working with this group, whether training/adaptations were made to improve accessibility and whether staff hold people with intellectual disabilities in the same regard as people without.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Nineteen participants responded. Most knew what intellectual disabilities were and had supported people with intellectual disabilities. However, other findings suggested the need for more training/input with only 16% having been trained about intellectual disabilities by their organisation, a lack of awareness of potential support from intellectual disabilities services and limited knowledge about tailoring approaches to these people. Only 47% felt their services could adequately support this group. There was not strong evidence of a difference in regard towards people with an alcohol problem with intellectual disabilities compared with those without.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Improved joint working is needed between intellectual disability and alcohol services to support this group.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 4","pages":"555-564"},"PeriodicalIF":1.3,"publicationDate":"2025-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145585212","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 Breast Cancer Treatment Experience for a Breast Cancer Patient Living With Intellectual or Developmental Disabilities in Ontario, Canada: A Critical Realist Case Study","authors":"Rebecca Hansford,&nbsp;Helene Ouellette-Kuntz,&nbsp;Virginie Cobigo,&nbsp;Alyson Mahar","doi":"10.1111/bld.70007","DOIUrl":"https://doi.org/10.1111/bld.70007","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Adult females with intellectual or developmental disabilities are more likely to die following a breast cancer diagnosis. Differences in access to cancer treatment may contribute to these survival differences. We explored how one woman with intellectual or developmental disabilities received guideline-recommended breast cancer treatment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A critical realist case study was used. The single case included a woman with intellectual or developmental disabilities previously diagnosed with breast cancer (pseudonym: Sandra), her support worker, and her surgeon. We conducted four semi-structured interviews with (1) Sandra and her support worker, (2) her support worker, (3) her surgeon and (4) her sister. Data were analyzed using critical realist thematic analysis. Neurodiverse advisors assisted with developing easy-read and accessible study materials.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Sandra had stage II breast cancer and received guideline-recommended breast cancer treatment. Four themes were identified that influenced her breast cancer treatment: attitudes, relationships, shared decision-making and accessible accommodations, and advocacy.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This case study provides a positive example of the type of care adult females with intellectual or developmental disabilities diagnosed with breast cancer can receive and could inform strategies for improving gaps in care including the involvement of patient navigators trained in working with this patient group.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 1","pages":"3-14"},"PeriodicalIF":1.3,"publicationDate":"2025-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.70007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147268952","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":"The Implementation of Community Engagement Models Amongst People With Learning Disabilities in the Context of Health and Social Care: A Systematic Review","authors":"Syka Iqbal,&nbsp;Farah Ahmed,&nbsp;Inayah Uddin,&nbsp;Katie Gilchrist,&nbsp;Norha Vera San Juan,&nbsp;Ana Motta,&nbsp;Qanita Fatima,&nbsp;Saeeda Arshad,&nbsp;Cecilia Vindrola-Padros","doi":"10.1111/bld.70001","DOIUrl":"https://doi.org/10.1111/bld.70001","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>People with learning disabilities face significant health inequalities, including lower life expectancy and greater physical and mental health challenges. Community engagement approaches are increasingly used in health and social care to address these disparities, yet little is known about their impact. This review explored community engagement models in health and social care for people with learning disabilities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A search strategy combining ‘community engagement’ and ‘learning disability’ was used to identify studies across multiple electronic databases. Studies were included if they provided empirical data on community engagement for people with learning disabilities. Data extraction enabled descriptive analyses, characterising studies in terms of focus, topic area, setting, and factors influencing implementation. Risk of bias was assessed using the MMAT.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Seven papers met the inclusion criteria. Key enablers included embedding approaches within existing services, context-specific model adaptation, recruiting a coordinator to integrate cross-sector working, and supportive state policy encouraging community ownership. Barriers included a lack of standardisation, particularly inconsistent definitions of community engagement, varied approaches across services and the absence of clear outcome measures, making it difficult to assess impact. Additional barriers included cross-sector culture clashes and complex needs prohibiting participation of people with learning disabilities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Community engagement shows promise in addressing health inequalities, but further research is needed to measure its impact on patient outcomes compared to standard care. Findings can guide researchers and policymakers in implementing contextually relevant community engagement approaches.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Clinical Trial Registration</h3>\u0000 \u0000 <p>N/A.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 4","pages":"540-554"},"PeriodicalIF":1.3,"publicationDate":"2025-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.70001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145585295","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":"“It's Just the Love and the Care, That's What Makes Things Work”: Fathers With Learning Disabilities' Experiences of the Attachment Relationship With Their Children","authors":"Eva Wilmots,&nbsp;Kate Theodore","doi":"10.1111/bld.70002","DOIUrl":"https://doi.org/10.1111/bld.70002","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>People with learning disabilities may be at a higher risk of attachment difficulties than the general population. Fathers are underrepresented in the literature on parents with learning disabilities. This study aimed to gather an in-depth understanding of fathers with learning disabilities' perceptions of developing an attachment with their children.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Eleven fathers who self-identified as having a learning disability were recruited via self-advocacy groups across the United Kingdom and their experiences were explored through semi-structured interviews.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Interpretative Phenomenological Analysis produced three key themes: (1) “It's just the love…and the care, that's what makes things work”; (2) “Time is, it is precious”; (3) Challenges to and benefits from the father-child relationship.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Fathers described behaviours mirroring attachment theory, with the findings suggesting a need for early inclusion of fathers in childcare to facilitate a secure father-child relationship. The results reveal the need for more research on attachment styles in fathers with learning disabilities to help develop better attachment-focused interventions tailored to them.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 4","pages":"530-539"},"PeriodicalIF":1.3,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.70002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145585064","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":"Building Inclusive Academic and Disability Community Research Partnerships: Methodological Insights for Engaging Victims With Intellectual and Developmental Disabilities","authors":"Ráchael A. Powers,&nbsp;Amanda K. Simmons,&nbsp;Brittany E. Hayes,&nbsp;Kecia Weller,&nbsp;Leigh Anne McKingsley,&nbsp;Cooper A. Maher,&nbsp;Jacquelyn Burckley","doi":"10.1111/bld.70000","DOIUrl":"https://doi.org/10.1111/bld.70000","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Individuals with intellectual and developmental disabilities are disproportionally at risk of and impacted by violent victimization. They also face substantial barriers to reporting victimization to the police. One of those barriers is language access. Similarly, communication can also pose challenges for individuals with intellectual and developmental disabilities in participating in research. This manuscript aims to provide resources to help and encourage research that centres individuals with disabilities in all aspects of research.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Through our work on a qualitative project that explored language access and communication barriers to seeking justice for victims with intellectual and developmental disabilities, we provide reflection and recommendations about working with the disability community throughout the research process. In line with the scope of our study, we focus our discussion on issues related to language access and communication.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Involving individuals with disabilities in informing the justice process and as partners in research is crucial for developing policies and programs that appropriately serve the disability community. There are resources available to help researchers co-create knowledge with the disability community.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 4","pages":"518-529"},"PeriodicalIF":1.3,"publicationDate":"2025-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.70000","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145585082","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":"‘I Haven't Allowed Myself to Think About This During My Studies’—Biographical (Self-)Reflection of Trainee Teachers in the Context of Learning Spaces Critical of Ableism","authors":"Nico Leonhardt,&nbsp;So Mackert","doi":"10.1111/bld.12660","DOIUrl":"https://doi.org/10.1111/bld.12660","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Inclusion-oriented development processes and corresponding (educational) actions are inevitably linked to the analysis of exclusion and discrimination practices. The institutional ‘production of inequality and difference’ plays a central role. Educational processes are strongly determined by one's own biographical experiences.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In the summer semester of 2023, a participatory course on discrimination-sensitive biographical analysis of school experiences was held at the Leipzig University. Subject matter experts on inclusion and education (lecturers with learning disabilities) from the university and transfer project QuaBIS were active involved in the planning and implementation. The article presents and critically assesses findings (analysed by content analysis) based on a group discussion with students in the teaching profession.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>On the basis of the data collected, different categories were created that highlighted the challenges and opportunities of participatory biographical work at different levels. Effective structural conditions and socially shaped practices of segregation were also critically reflected upon.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This participatory seminar workshop offered student teachers the opportunity to reflect on and theoretically categorise their own biographical experiences in relation to ableist norms and related logics of ability. In particular, the perspectives of lecturers with learning disabilities have led to an intensive examination of ableist norms, which also need to be critically reflected upon. Ableism served as a central category of analysis to make sense of powerful and discriminatory entanglements between school, personal biography and society. At the same time, it became clear that structurally and culturally traditional processes of exclusion are active at universities and need to be transparently negotiated and reflected upon.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 4","pages":"508-517"},"PeriodicalIF":1.3,"publicationDate":"2025-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12660","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145585180","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 Career as a Participatory Teacher in Hungarian Higher Education","authors":"Anikó Sándor,&nbsp;Csilla Cserti-Szauer,&nbsp;András Futár,&nbsp;György Könczei","doi":"10.1111/bld.12658","DOIUrl":"https://doi.org/10.1111/bld.12658","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Under the Convention on the Rights of Persons with Disabilities, disabled people have the right to participate in all decisions that affect their lives, be they in any segment of legislation, policy or practice. The academic world is no exception.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The authors are members of an inclusive academic team, including a colleague with intellectual disabilities. In this paper, we describe how our team works together and how we adapt our participatory teaching method to other helping professions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>In addition to the use of participatory teaching in special needs education training, it is possible to adapt the method in the training of mainstream teachers and pastoral students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The ‘We teach together! Participatory higher education method’ is a way to make the training in helping professions more inclusive. This should, in time, create more inclusive spaces where professionals and people with intellectual disabilities co-exist.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 4","pages":"487-497"},"PeriodicalIF":1.3,"publicationDate":"2025-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12658","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145585178","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}