British Journal of Learning Disabilities最新文献

{"title":"Keeping It in the Family: The Proposed and Rejected Irish Constitutional Amendment on Family Caregiving—Insights From the IDS-TILDA Carer Study","authors":"Damien Brennan,&nbsp;Philip McCallion,&nbsp;Mary McCarron,&nbsp;Maureen D'Eath","doi":"10.1111/bld.12659","DOIUrl":"https://doi.org/10.1111/bld.12659","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In 2024, Irish people rejected their government's proposed Constitutional changes relating to the definition of a family, and the interface between state and family with reference to the provision of care. Using data from a Carer's Study, this paper reflects on the defeated Care Amendment with reference to current and historic social policy that mediates, shapes and informs family and the state's responsibility for care provision for people with intellectual disability.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Family carers of older people with intellectual disability completed a self-administered, mixed methods questionnaire. Qualitative data were analysed thematically, and a descriptive analysis of the quantitative data was conducted using SPSS.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>The positioning of the family as the principal point of care is remarkably robust even in the face of personal challenges experienced by caregivers. Within the reality of limited formal services, it would appear that family-based care continues to be constructed as the natural and neutral form of care provision, relieving the state of obligations to care for citizens with disabilities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>An urgent exploration of the social contract for care is required to address the fundamental question as to where the responsibility for the long-term care of people with intellectual disability resides.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 4","pages":"498-507"},"PeriodicalIF":1.3,"publicationDate":"2025-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12659","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145585179","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 Is Important to People With Learning Disabilities in Supported Accommodation?","authors":"Valerie Taylor,&nbsp;Claire Evans,&nbsp;Keri Heynes,&nbsp;Sam Neville,&nbsp;Sandy Toogood,&nbsp;Vasiliki Totsika","doi":"10.1111/bld.12657","DOIUrl":"https://doi.org/10.1111/bld.12657","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In the United Kingdom, approximately 25% of adults with learning disabilities live in supported accommodation. Operational models rarely consider how people with learning disabilities want to experience the flow and rhythm of everyday life. The study explored adults with learning disabilities' perspectives of activity participation in supported settings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Participants were 19 adults with a learning disability who shared their views via one-to-one interviews and focus groups. Questions used for both the interviews and the focus groups were co-produced with experts by experience. Data were analysed using a rapid analysis involving researchers and experts by experience.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Adults living in supported accommodation said they liked to participate in many activities, especially outside the home, and enjoyed being busy. They identified that their experience and choice could be affected by service limitations, mainly due to a lack of staff support, which in turn was linked to limitations in local authority funding and staff shift patterns.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Operational models for supported accommodation settings should prioritise supporting people to participate in a wealth of activities and to experience a ‘busy’ life, within their communities, moving beyond community presence. Such models would enable a better quality of life through greater self-determination.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 4","pages":"479-486"},"PeriodicalIF":1.3,"publicationDate":"2025-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12657","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145585024","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":"Intellectual Disability in a Post-Neoliberal World By \u0000 Clegg, J. & \u0000 Lansdall-Welfare, R., Cham, Switzerland: Palgrave Macmillan, 2024. 1-112 pp. €42.79. ISBN: 978-3-031-57944-8.","authors":"Johanna Kappenberg","doi":"10.1111/bld.12656","DOIUrl":"https://doi.org/10.1111/bld.12656","url":null,"abstract":"","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 4","pages":"569-570"},"PeriodicalIF":1.3,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145585003","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":"Understanding Intellectual Disabilities: Historical Perspectives, Current Practices, and Future Directions (Third Edition) Eds: Stephen B Richards, Michael P Brady and Ronald L Taylor Routledge, 2025, 422pp ISBN: 978-1-032-36903-7 (PBK) Cost: £55.99 (PBK)","authors":"Simon Jarrett","doi":"10.1111/bld.12655","DOIUrl":"https://doi.org/10.1111/bld.12655","url":null,"abstract":"","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 4","pages":"567-568"},"PeriodicalIF":1.3,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145585004","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":"Rights in Practice for People With a Learning Disability; Stories of Citizenship. By L. Tilly and J. WalmsleyPalgrave, Macmillan, 2023. ISBN: 978-981-99-5562-6. Cost; Via as directed on Palgrave macmillan website; €117.69, including VAT – e-book; soft cover -; €149.79; hardcover -€149.79 https://link.springer.com/","authors":"","doi":"10.1111/bld.12654","DOIUrl":"https://doi.org/10.1111/bld.12654","url":null,"abstract":"","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 4","pages":"565-566"},"PeriodicalIF":1.3,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145585142","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":"What Does It Mean to Be a ‘Person’ With Profound and Multiple Learning Disabilities? Presenting the Views of Family Members and Allies","authors":"Ben Simmons,&nbsp;Stuart Read","doi":"10.1111/bld.12652","DOIUrl":"https://doi.org/10.1111/bld.12652","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Individuals with profound and multiple learning disabilities are at the centre of debates about what it means to be a person. These debates sometimes start from the position that a person is somebody who possesses mature cognitive abilities, such as intentional communication skills and self-reflection (which individuals with profound and multiple learning disabilities are sometimes said to lack). However, those closest to people with profound and multiple learning disabilities are rarely consulted. This paper presents research that addresses this gap.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Ten unstructured interviews were conducted with family members, friends and allies of the profound and multiple learning disabilities communities. Participants were asked to discuss what being a person meant to them, using their knowledge of supporting individuals with profound and multiple learning disabilities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Interviewees suggested that a person was fundamentally a relational being, but this relationality was described in a myriad of ways (e.g., as mutual dependence, social role, social gradient, interactionist and storied).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>A richer understanding of the personhood of individuals with profound and multiple learning disabilities can be developed by listening to more family members and allies, and this can provide a counter-narrative to the current dominant rational view of personhood.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 3","pages":"457-465"},"PeriodicalIF":1.3,"publicationDate":"2025-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12652","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144910134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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

{"title":"Healthcare Barriers and Inequities: The Lived Experiences of Women With Intellectual Disabilities in Chile","authors":"Izaskun Álvarez-Aguado,&nbsp;Vanessa Vega Córdova,&nbsp;Miguel Roselló-Peñaloza,&nbsp;Maryam Farhang,&nbsp;Felipe Muñoz La Rivera,&nbsp;Félix González-Carrasco,&nbsp;Herbert Spencer González","doi":"10.1111/bld.12653","DOIUrl":"https://doi.org/10.1111/bld.12653","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Women with intellectual disabilities face major barriers to healthcare access. This study explored the experiences of 120 women with mild to moderate intellectual disabilities in Chile and their interactions with healthcare systems.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>A qualitative design was used, collecting data through semi-structured interviews to examine communication challenges, discrimination and unmet support needs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Participants reported difficulties understanding medical terminology, limited time for questions and a lack of visual aids. They also experienced discrimination, including infantilization and negative provider attitudes, which undermined their autonomy. The absence of tailored support, such as simplified materials and personalized guidance, further hindered their engagement with healthcare services.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Findings highlighted systemic inequities influenced by gender and disability biases. Participants stressed the need for inclusive provider training and accessible communication tools. Recommendations included visual aids, specialized healthcare navigation support, and inclusive health education programs to improve equitable healthcare access.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 3","pages":"446-456"},"PeriodicalIF":1.3,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144910026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘The Heart in Learning’: Cross-National Inclusive Higher Education Perspectives From Students With Intellectual Disabilities and Student Teachers","authors":"Susan Carpenter,&nbsp;Ingrid Geier","doi":"10.1111/bld.12651","DOIUrl":"https://doi.org/10.1111/bld.12651","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This study, conducted jointly by the City University of New York, Kingsborough Community College (KCC) in the United States and Salzburg University of Education (PHS) in Austria, investigated the impact of inclusive practices from different perspectives. It aimed to understand the contributions and challenges of two inclusive courses (an equivalent to a module) for students with intellectual disabilities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Qualitative and quantitative research and data collection involved two students with intellectual disabilities who were also participatory researchers (PRs). Additionally, insights from 37 student teachers taking the education courses for credit towards their degree were gathered. The instructors teaching at KCC and PHS were the lead researchers and taught, respectively, a music and movement education workshop at KCC and a ‘Citizenship Studies’ course at PHS. The PRs attended and fully participated in these courses at the same time as the student teachers without being graded. They were working towards a bespoke certification rather than obtaining credit toward a degree. The PRs were each supported by a mentor: the KCC PR was mentored by an alumnus of CCC, while the PHS PR was supported by a student at PHS.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>The findings highlight diverse perspectives, demonstrating how inclusive education fosters understanding and awareness. Questionnaire results, provided insights, a snapshot into the learning environments, revealing the impact of interactions among students. The study identifies challenges, benefits and opportunities for promoting inclusive practices.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The study demonstrates the transformative potential of inclusive education. It emphasises the positive impact of including students with intellectual disabilities. The findings underscore the importance of mutual learning and the enhancement of inclusive practices.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 3","pages":"466-475"},"PeriodicalIF":1.3,"publicationDate":"2025-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144909922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Inclusive Climate Action: A Scoping Review on the Representation and Inclusion of People With Intellectual Disability in Climate Change Research","authors":"Chloe Watfern,&nbsp;Philippa Carnemolla","doi":"10.1111/bld.12632","DOIUrl":"https://doi.org/10.1111/bld.12632","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Climate change disproportionally affects people with intellectual disability. Despite this, people with intellectual disability are rarely included in conversations about just environmental futures.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Using PRISMA-ScR guidelines, this scoping review maps the academic literature surrounding intellectual disability and climate change.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>We identified three key themes in the 10 articles included in our review. First, people with intellectual disability experience heightened risks and barriers during and after natural disasters. Second, they are largely absent from government disaster planning and response. Third, inclusive education initiatives are in their infancy. Overall, people with intellectual disability are not involved as leaders or collaborators in research or practice related to climate change. The literature focuses almost exclusively on natural disasters as opposed to the broader context of the climate crisis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>We take a critical lens, calling for further research that reframes the role of people with intellectual disability in climate change discourses: From helpless victims to collaborators, caretakers, and advocates for a safer climate.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"53 3","pages":"428-445"},"PeriodicalIF":1.3,"publicationDate":"2025-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12632","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144910065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}