British Journal of Learning Disabilities最新文献

{"title":"Exploring England's Palliative and End-of-Life Care Systems for People With Learning Disabilities: The Perspectives of Senior Health and Social Care Professionals and Commissioners","authors":"Ned Redmore,&nbsp;Louise Wallace,&nbsp;Irene Tuffrey-Wijne","doi":"10.1111/bld.70031","DOIUrl":"https://doi.org/10.1111/bld.70031","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>There are many challenges to delivering effective palliative and end-of-life care for people with learning disabilities in England, with governmental and policy-driven directives aiming to address this. This study aimed to explore how these directives are impacting care systems by investigating commissioning priorities, models of care being implemented by services, and barriers and enablers to effective care.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This was a qualitative study involving interviews with 12 senior health and social care professionals and commissioners of learning disability and palliative services across four areas in England.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>The study found that people with learning disabilities may be a hidden population in many palliative care settings, with little known about their engagement with such services. A dichotomised care system was described in which health and palliative care organisations lacked learning disability skills and learning disability organisations lacked healthcare skills, often relying on a small number of individuals within a region to help bridge the dichotomy and organise end-of-life care across these organisations and systems.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This paper suggests that a national, policy-driven strategy to transform palliative and end-of-life care is slowly impacting service delivery for adults with learning disabilities and highlights the challenges that remain for this population when nearing end-of-life.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 2","pages":"246-253"},"PeriodicalIF":1.3,"publicationDate":"2026-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.70031","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148096377","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":"Adapting a Widely Used Children's Disability Attitudes Measure: Validation of the Maryland East-African Children's Attitudes Towards Disabilities (MEACAD) Scale","authors":"Angshuman K. Kashyap,&nbsp;Malayna Leopold,&nbsp;Dina L. G. Borzekowski","doi":"10.1111/bld.70026","DOIUrl":"https://doi.org/10.1111/bld.70026","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The Chedoke-McMaster Attitudes Towards Children with Handicaps (CATCH), a 36-item scale, is widely used to assess children's attitudes toward peers with disabilities. While recognized for its strong validity and reliability, it was developed nearly four decades ago in Canada for children aged 9 to 13 and no longer fully aligns with diverse geographical and cultural contexts today. We examine children's attitudes toward children with disabilities in Kampala, Uganda, using a culturally-tailored, shorter, and updated version of the CATCH scale. We establish the construct validity of the scale by testing three hypotheses grounded in existing literature.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We cross-sectionally examined the attitudes of 375 children aged 6 to 9 years in Kampala in the Summer of 2024.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Through rigorous scale validation steps, we offer a modernized, age-appropriate, and concise 15-item adaptation—one of the first in the East African context. The revised scale demonstrated strong construct validity along with good internal consistency.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Future research should evaluate the scale's psychometric properties across broader age groups, geographical regions, and socioeconomic contexts to enhance its robustness as a modern multi-dimensional scale for measuring children's attitudes toward peers with disabilities. We introduce the Maryland-East African Children's Attitudes toward Disabilities (MEACAD) scale.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 2","pages":"226-236"},"PeriodicalIF":1.3,"publicationDate":"2026-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.70026","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148081728","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":"Facilitators' Experiences of Delivering a Tailored Health Education Resource to People With Mild/Moderate Intellectual Disability","authors":"Anne-Marie Martin,&nbsp;Anna Broderick,&nbsp;Maria Caples,&nbsp;Caroline Dalton-O'Connor,&nbsp;Caroline Egan,&nbsp;Edina Hanley,&nbsp;João Costa,&nbsp;Seffie O'Donnell,&nbsp;Lucia O'Neill,&nbsp;Sandra Twomey,&nbsp;Joe McCarthy,&nbsp;Sile Divane","doi":"10.1111/bld.70017","DOIUrl":"https://doi.org/10.1111/bld.70017","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>People with intellectual disabilities face challenges accessing and understanding health information, impacting their ability to make informed lifestyle decisions. A tailored health education resource was developed to address this need through a collaborative public and patient involvement approach.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This mixed-method pilot study explored the usability of a tailored health education resource from facilitators' perspectives. Eleven social-care workers implemented it over 8 weeks in community hubs. Data were collected via focus groups, journals and a questionnaire and analysed via thematic analysis and descriptive statistics.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>The resource was effective and adaptable, enhancing learner engagement through multi-modal strategies. Facilitators valued its flexibility but noted challenges with mixed-ability groups and age-appropriate materials.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The resource aids facilitators in teaching health concepts to people with intellectual disabilities. Modifications were suggested regarding some terminology and the inclusion of guidance on group composition. The study underscores the need for accessible, age-appropriate information for this population.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 2","pages":"160-170"},"PeriodicalIF":1.3,"publicationDate":"2026-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.70017","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148097507","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":"","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 2","pages":"i-iii"},"PeriodicalIF":1.3,"publicationDate":"2026-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148079781","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 Recruitment and Retention of Individuals With Intellectual Disability in Randomized Controlled Trials: A Scoping Review","authors":"Owen Doody,&nbsp;Louise Murphy,&nbsp;Ruth Ryan,&nbsp;Rosemary Lyons,&nbsp;Wenyi Tang,&nbsp;Lorna Bourke","doi":"10.1111/bld.70010","DOIUrl":"https://doi.org/10.1111/bld.70010","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>People with intellectual disabilities face significant health disparities and often encounter barriers in accessing healthcare services. Although research supports the need for reasonable adjustments to improve healthcare access for this population, implementation in acute healthcare settings remains limited.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This scoping review was conducted using Arksey and O'Malley's framework. A systematic search was performed across six databases, including MEDLINE and Scopus, to examine recruitment and retention strategies for individuals with intellectual disabilities in randomised controlled trials (RCTs).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Out of 78 selected studies, three main themes emerged: recruitment through community and organisational support, tailored communication strategies and relationship-building approaches to enhance participant engagement. The findings highlight challenges related to ethical concerns, consent processes, gatekeeper access and discrimination.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The review emphasises the importance of inclusive strategies in RCTs involving people with intellectual disabilities. It recommends collaborative efforts, targeted training, flexible research protocols, practical support mechanisms, advocacy and dedicated funding to facilitate disability-specific trials and ensure equitable, evidence-based healthcare interventions.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 2","pages":"171-211"},"PeriodicalIF":1.3,"publicationDate":"2026-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.70010","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148062533","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":"Examination of Factors Influencing Behavioural Intention of Communication Partners of People With Severe/Profound Intellectual Disabilities to Use Augmentative and Alternative Communication: Research Article","authors":"Edina Hanley,&nbsp;Anne-Marie Martin,&nbsp;Caroline Dalton,&nbsp;Shelly Chakraborty,&nbsp;Elaine Lehane","doi":"10.1111/bld.70025","DOIUrl":"https://doi.org/10.1111/bld.70025","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Communication partners have a fundamental role supporting the use of Augmentative and Alternative Communication (AAC) with people with severe/profound intellectual disabilities. Multiple, complex factors influence communication partners' preparedness to use it. This study aimed to increase our understanding of the nature and extent to which the factors influencing the intention of communication partners to use AAC interconnect. Specific hypotheses underpinned by the Combined Technology Acceptance Model and Theory of Planned Behaviour (C-TAM-TPB) were tested.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In this cross-sectional, descriptive, correlational study, 152 communication partners of people with severe/profound intellectual disabilities took part in an online survey. Survey items related to demographic information and items corresponding to the constructs of the C-TAM-TPB.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>The findings indicate that perceived usefulness (<i>p</i> value = 0.000 and <i>β</i> = 0.253, Wald′s Chi-square <i>χ</i>2 = 27.5) and perceived ease of use had a significant impact (<i>p</i> = 0.007, <i>β</i> = 0.145, Wald′s <i>χ</i>2 = 7.2) on attitude towards using AAC. Attitude (<i>p</i> value = 0.000 and <i>β</i> = 0.528, Wald′s <i>χ</i>2 = 20.8) and perceived behavioural control (<i>p</i> value = 0.000 and <i>β</i> = 0.332, Wald′s <i>χ</i>2 = 16.8) had a significant impact on behavioural intention.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The findings contribute to the body of knowledge of the use of AAC with people with severe/profound intellectual disabilities by highlighting the need to collectively address the factors influencing communication partners' use of AAC.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 2","pages":"212-225"},"PeriodicalIF":1.3,"publicationDate":"2026-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.70025","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148062537","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 Feasibility of a Chair Yoga Intervention to Improve Mental Health and Wellbeing for Adults With Learning Disabilities: A Pilot Study","authors":"Dale Metcalfe,&nbsp;Alice Gibson-Fisher,&nbsp;Toni J. Southern,&nbsp;Chris Jackson","doi":"10.1111/bld.70035","DOIUrl":"https://doi.org/10.1111/bld.70035","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Yoga has been shown to have physical benefits for people with learning disabilities. It is unclear whether the mental health and wellbeing benefits of yoga found in other populations are apparent in people with learning disabilities. This study was a pilot.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>The study comprised three stages. In the first stage, focus groups took place to understand how classes should be run. In the second stage, 10 adults with learning disabilities attended chair yoga classes for 6 weeks, completing quantitative questionnaires. Lastly, a focus group was held to discuss the classes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Researchers developed a better understanding of what accessibility means in a yoga context and developed a protocol based on this. There are many feasibility outcomes around practical considerations for larger scale research in the future. The focus groups highlighted that the atmosphere of the environment, where the yoga took place, was important and that people wished to continue with yoga. Other benefits of yoga were discussed and could be explored further in future research.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The findings indicated that yoga is an acceptable and accessible form of intervention. This research provides a grounding for larger scale work. The findings, both quantitative and qualitative, were limited by low participant numbers but suggest that there may be some benefits for the mental health of this group. How these findings can be applied to future research is discussed.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 2","pages":"276-284"},"PeriodicalIF":1.3,"publicationDate":"2026-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.70035","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148087189","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 Collaborative Approach to Empower Students With Intellectual Disabilities in One Initial Teacher Education Programme Towards Inclusive Pedagogy","authors":"Camelia Nadia Bran,&nbsp;João Costa","doi":"10.1111/bld.70011","DOIUrl":"https://doi.org/10.1111/bld.70011","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This study explores the impact of integrating collaborative learning and inclusive pedagogical strategies in an initial teacher education (ITE) programme on ITE students' understanding and implementation of inclusive education, particularly for students with intellectual disabilities (ID).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Using a case-study design, the study analysed assignments from top-performing ITE students (<i>n</i> = 10) and a group assignment from certificate in disability-inclusive practice (CDIP) students (<i>n</i> = 4) following a collaborative module and school placement period.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Analysis of ITE students' assignments revealed four themes aligned with the socioecological model of inclusion: (1) embedding the voice of learners with disabilities, (2) enacting inclusive pedagogy, (3) shaping an inclusive school ethos and (4) teacher professional development. CDIP students' assignments generated a single theme reflecting their learning experience as co-creators in ITE.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This collaborative approach between ITE students and students with ID provides insights from a socioecological perspective of inclusion, suggesting implications for practice that adopt theoretical frameworks and values of inclusive pedagogy.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 2","pages":"285-295"},"PeriodicalIF":1.3,"publicationDate":"2026-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.70011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148088844","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":"","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 2","pages":"276-284"},"PeriodicalIF":1.3,"publicationDate":"2026-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148087200","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":"","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 2","pages":"263-275"},"PeriodicalIF":1.3,"publicationDate":"2026-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148086196","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}