Journal of Policy and Practice in Intellectual Disabilities最新文献

{"title":"Technologies in the Daily Functioning of Adults With Intellectual Disabilities: A Parental Perspective","authors":"Stanisława Byra,&nbsp;Dorota Chimicz,&nbsp;Jane Seale","doi":"10.1111/jppi.70058","DOIUrl":"10.1111/jppi.70058","url":null,"abstract":"<div>\u0000 \u0000 <p>This study examines parents' perspectives on the role of technology in the daily functioning of their adult children with intellectual disabilities (ID). Responses from 91 parents were analysed to explore technology access, usage patterns, and perceived opportunities and risks. Approximately half of the parents reported noticeable changes in their children's functioning due to technology use, with perceived impacts being both positive (e.g., enhanced autonomy, skill development, and social engagement) and negative (e.g., addiction, safety risks, and exploitation). Significant differences in technology-related activities emerged based on gender and degree of disability. Daughters and individuals with moderate disabilities were more frequently reported to use technology for educational purposes, while those with severe disabilities primarily used it for leisure activities like listening to music and taking photos. Parents observing changes were more likely to impose restrictions, often citing safety concerns. The findings highlight the dual role of technology as a facilitator of development and a potential risk factor. The study emphasises the need for targeted interventions to support safe and effective technology use by adults with ID, alongside caregiver training to enhance digital mediation. These insights contribute to understanding the complex dynamics of digital inclusion for individuals with intellectual disabilities.</p>\u0000 </div>","PeriodicalId":47236,"journal":{"name":"Journal of Policy and Practice in Intellectual Disabilities","volume":"23 2","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147668537","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":"Formal and Informal Support for Parents of Children With Severe Intellectual Disability","authors":"Yael Karni-Visel,&nbsp;Kareem Nasser,&nbsp;Yaara Sadeh,&nbsp;Sahar Akart,&nbsp;Mitchell Schertz","doi":"10.1111/jppi.70056","DOIUrl":"10.1111/jppi.70056","url":null,"abstract":"<p>Parents of children with severe and profound intellectual disabilities (SPID) experience an enormous burden of care, which affects family function and well-being. Formal and informal support can contribute to the family's functioning. This study explores perceived support among these parents. Sixty Israeli parents of children with SPID completed questionnaires on (1) Family quality of life (FQoL); (2) Shame and guilt; and (3) Parental stress. They were also asked to respond to open-ended questions regarding their experiences with formal and informal support. Parents' statements underwent inductive content analysis. Parents rated the importance of formal support as very high, yet the attainment of the domains was rated below average. The importance of informal support was rated high, and its attainment was above average. The child's medical challenges increased parental personal responsibility, which mediated higher levels of parental shame, guilt, and stress. Informal, but not formal support, mitigated this effect, reducing the association between medical problems and parental stress and guilt. Parents expressed the need for reliable and accessible support systems to ensure stability for the child and family. Disability-related services need to be strengthened to better meet the expectations and needs of parents of children with SPID. Professionals should assess and encourage the utilization of extended family and community resources.</p>","PeriodicalId":47236,"journal":{"name":"Journal of Policy and Practice in Intellectual Disabilities","volume":"23 2","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jppi.70056","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147668307","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 Narrative Review of Inclusive Research Practices","authors":"Morag Kelly,&nbsp;Gisselle Gallego,&nbsp;Sian Anderson,&nbsp;Julian Trollor,&nbsp;Mary-Ann O'Donovan","doi":"10.1111/jppi.70057","DOIUrl":"10.1111/jppi.70057","url":null,"abstract":"<p>Inclusive research recognises the right of people with intellectual disability to collaborate, lead and direct research projects rather than participate only as subjects. Researchers have a responsibility to make the process of research accessible and open to researchers with disability. This narrative review is a response to Walmsley et al.'s article that discusses the value of inclusive research. The review aimed to provide an update on the progression of inclusive research and ascertain current practices and strategies for inclusive research whilst identifying and analysing gaps in knowledge. Thematic analysis of papers identified four areas underpinning inclusive research: (1) highlighting the voices of people with intellectual disability in research; (2) ensuring accessible research; (3) encouraging collaborative research; and (4) committing to reflexive improvement. However, the literature also indicated that there is no standard practice when it comes to inclusive research. This highlights the need for a uniform curriculum for inclusive research training that ensures the active participation of people with intellectual disability within research projects.</p>","PeriodicalId":47236,"journal":{"name":"Journal of Policy and Practice in Intellectual Disabilities","volume":"23 2","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jppi.70057","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147668232","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":"Perceived Shortcomings in Rights Implementation in Services for People With Intellectual Disabilities: Professionals' Perspectives and Ethical Implications","authors":"Belén G. Bermejo,&nbsp;Vanessa Vega Córdova,&nbsp;Noelia Flores Robaina,&nbsp;Cristina Jenaro","doi":"10.1111/jppi.70055","DOIUrl":"10.1111/jppi.70055","url":null,"abstract":"<p>Despite international efforts to implement a rights-based approach in services for individuals with intellectual and developmental disabilities (IDD), concerns about rights violations—both overt and subtle—remain present in everyday practice. This study examines the perceptions of 1134 professionals working in IDD services across 10 Spanish regions regarding the extent to which service users' rights are respected, their needs and preferences are addressed, and the emotional and attitudinal responses of staff. Findings indicate that while most professionals perceived general respect for rights, important concerns were reported regarding specific areas, particularly privacy, social inclusion, and legal recognition. Longer professional tenure was associated with a greater likelihood of reporting perceived shortcomings in rights implementation. Emotional responses such as pity, overprotection, and ambivalence were more frequently reported when professionals worked with individuals with higher support needs. Notably, 27.7% of respondents believed that the right to privacy was not adequately respected, and 38.7% identified lack of attention as a form of inappropriate treatment. These findings highlight the ethical relevance of professional perceptions and organizational practices and underscore the need for ongoing ethical reflection and service-level improvement. Interpreted within the framework of the UN Convention on the Rights of Persons with Disabilities and the Quality of Life Supports Model, the results point to the importance of aligning everyday support practices with person-centered and rights-based principles.</p>","PeriodicalId":47236,"journal":{"name":"Journal of Policy and Practice in Intellectual Disabilities","volume":"23 2","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jppi.70055","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147668831","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":"Correction to “Social Research Workers' Attitudes to the Inclusion of Children With Autism and Developmental Disabilities in the Kurdistan Region of Iraq”","authors":"","doi":"10.1111/jppi.70054","DOIUrl":"https://doi.org/10.1111/jppi.70054","url":null,"abstract":"<p>\u0000 <span>Samadi, S. A.</span>, <span>C. A. Bicak</span>, and <span>R. McConkey</span>. <span>2026</span>. “ <span>Social Research Workers' Attitudes to the Inclusion of Children With Autism and Developmental Disabilities in the Kurdistan Region of Iraq</span>.” <i>Journal of Policy and Practice in Intellectual Disabilities</i> <span>23</span>, no. <span>1</span>: e70049. https://doi.org/10.1111/jppi.70049.\u0000 </p><p>The second author's name is misspelt: instead of “Camal A. Bicak” it should be “Cemal A. Biçak”.</p><p>We apologize for this error.</p>","PeriodicalId":47236,"journal":{"name":"Journal of Policy and Practice in Intellectual Disabilities","volume":"23 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jppi.70054","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147653191","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":"Personal Development and Inclusive Education in People With Intellectual Disability: A Subscale Aligned With the CRPD","authors":"Estefanía Martínez-Isla,&nbsp;M. Lucía Morán,&nbsp;Jaime García-Fernández,&nbsp;Patricia Pérez-Curiel,&nbsp;Eva Vicente,&nbsp;Laura E. Gómez","doi":"10.1111/jppi.70053","DOIUrl":"10.1111/jppi.70053","url":null,"abstract":"<p>Personal development and inclusive education are fundamental rights. However, people with intellectual disability face significant barriers in accessing these rights. Empowering them is crucial to enable the exercise of their rights and achieve full social inclusion, which can be facilitated through tools that capture their experiences in personal development and education. The United Nations Convention on the Rights of Persons with Disabilities mandates the collection of statistical data to inform policies, evaluate compliance, and identify barriers. The study aimed to refine and validate a subscale designed to monitor the fulfillment of rights to personal development and inclusive education, and to examine its relationship with age, gender, and type of education (inclusive or mainstream). A total of 237 people in Spain participated in the study, using the pilot self-report or third-party version of the subscale related to personal development and inclusive education rights, which is part of the #Rights4MeToo Scale. This group included 138 students with intellectual disability, 15 family members, and 84 professionals. The analyses confirmed that the subscale has adequate evidence of reliability and validity. No significant relationships were found between the rights to personal development and inclusive education and age, gender, or educational setting among participants. The final version of the subscale serves as a valuable tool for monitoring these rights, crucial for planning policy and interventions to improve the quality of life for people with intellectual disability. To maximize outcomes in personal development and inclusive education, comprehensive sexuality education, flexible educational environments, vocational training tailored to individual aspirations, and inclusive recreational opportunities are needed.</p>","PeriodicalId":47236,"journal":{"name":"Journal of Policy and Practice in Intellectual Disabilities","volume":"23 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jppi.70053","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147649411","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":"Parental Engagement in Community-Based Rehabilitation: Boosting Daily Functioning for Individuals With Intellectual Disabilities in Malaysia","authors":"Haris Abd Wahab,&nbsp;Sakinah Sidek,&nbsp;Siti Munirah Mohd Faizal Lim","doi":"10.1111/jppi.70051","DOIUrl":"https://doi.org/10.1111/jppi.70051","url":null,"abstract":"<div>\u0000 \u0000 <p>This study explores the impact of parental engagement in Community-Based Rehabilitation (CBR) programs on daily functioning in individuals with intellectual disabilities in Malaysia, focusing on self-management, motor skills, social skills, and other essential abilities. Conducted across 14 CBR centers in Malaysia, the study used quantitative methods. Surveys with Likert scale assessments measured parental engagement's influence on trainee development. Data were analyzed using SPSS. A strong correlation emerged between active parental participation and positive developmental outcomes, with significant improvements in trainees' daily activity skills, self-development, and independence. Findings underscore the importance of parental involvement in fostering self-development and independence in CBR participants. This study advocates for policies and practices that encourage parental engagement and collaboration among program administrators, families, and policymakers, ultimately optimizing benefits for individuals with intellectual disabilities and their families.</p>\u0000 </div>","PeriodicalId":47236,"journal":{"name":"Journal of Policy and Practice in Intellectual Disabilities","volume":"23 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146224176","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":"Strengthening Trauma-Informed Care in Disability Services: Addressing Everyday and Structural Harm","authors":"Ayelet Gur","doi":"10.1111/jppi.70052","DOIUrl":"https://doi.org/10.1111/jppi.70052","url":null,"abstract":"<p>This paper argues for the development of a disability-specific trauma-informed care (TIC) framework to address the unique and layered vulnerabilities of people with disabilities. While TIC has become a leading paradigm in human services and is increasingly recognized in the disability field, it remains inconsistently implemented with limited disability-specific theoretical development. People with disabilities are not only disproportionately exposed to violence and abuse but also endure subtle, cumulative forms of everyday harm, as well as systemic and historical trauma rooted in ableism and institutionalization. These intersecting experiences are not adequately addressed by current TIC models, which are often hindered by barriers at the individual, organizational, and systemic levels. This paper asserts that a tailored framework is essential to bridge the gap between the ideals of TIC and the reality of service provision, ensuring that care truly fosters healing and avoids re-traumatization for this population.</p>","PeriodicalId":47236,"journal":{"name":"Journal of Policy and Practice in Intellectual Disabilities","volume":"23 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jppi.70052","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147268873","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":"Utilization and Perceived Necessity of Tactile Symbols for Children With Intellectual Disabilities and Blindness: A Questionnaire Survey Conducted on Teachers at Schools for the Blind","authors":"Sota Sebata,&nbsp;Momoko Mashio,&nbsp;Kanako Fukuda,&nbsp;Tsuyoshi Sashima","doi":"10.1111/jppi.70048","DOIUrl":"https://doi.org/10.1111/jppi.70048","url":null,"abstract":"<p>Tactile symbols are effective communication tools for children with intellectual disabilities and visual impairments, supporting access to information and fuller participation in daily activities. In Japan, however, no sustainable, standard set of tactile symbols exists that is adapted to the local educational and cultural contexts. Unique features of Japanese schools, such as indoor shoes, designated gym uniforms, and the subject of “independent activities”, differ from the routines assumed in the existing standardized tactile symbols system in the US. In addition, a prefectural-level teacher rotation system and a shortage of licensed specialists in schools for the blind hinder continuity of expertise. This study investigated the utilization (actual use) and the perceived necessity (teachers' recognition of need) of tactile symbols for children with intellectual disabilities and blindness in Japanese schools for the blind. One teacher from each school nationwide was invited to participate, with 44 valid responses obtained. A total of 47 survey items were developed: 18 related to places, 18 to activities/subjects, and 11 to people. McNemar's test was used to analyze the relationship between utilization and perceived necessity, revealing significant differences in one places item and five people items. Possible reasons include limited time for symbol creation, insufficient teacher training, and inadequate systems for information sharing among teachers. Classification analysis showed that places items were divided into [utilization (high)/perceived necessity (high)] and [utilization (low)/perceived necessity (low)], while 14 activities/subjects items (77.8%) were utilization (high)/perceived necessity (high). All people items were [utilization (low)/perceived necessity (low)], suggesting that people themselves may serve as distinctive tactile cues. Overall, tactile symbols are both used and considered necessary in Japanese schools for the blind, yet gaps remain between actual use and perceived need. The findings support the development of culturally appropriate standardized tactile symbol system in Japan.</p>","PeriodicalId":47236,"journal":{"name":"Journal of Policy and Practice in Intellectual Disabilities","volume":"23 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jppi.70048","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146680298","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 Systematic Review of Indicators, Predictors, and Intervention Strategies for the Well-Being at Work of Individuals With Intellectual Disabilities","authors":"Elodie Leclerc,&nbsp;Clément Ginoux,&nbsp;Sandrine Isoard-Gautheur","doi":"10.1111/jppi.70047","DOIUrl":"https://doi.org/10.1111/jppi.70047","url":null,"abstract":"<p>Considering the possible influence of employment on the equality of rights, health, and quality of life of individuals with intellectual disabilities, it is imperative to consider their well-being at work, which is a key factor in job retention. The objective of this review was, therefore, to collect the existing empirical evidence on the subject of well-being at work among individuals with intellectual disabilities. Once the keywords had been selected, a search was conducted in six multidisciplinary databases: PubMed, PsycINFO, PsycArticle, Psychology and Behavioral Sciences Collection, SocINDEX, and SPORTDiscus. The review encompassed all studies that evaluated the well-being of individuals with intellectual disabilities in the workplace. The quality of the included studies was evaluated using the Mixed Methods Appraisal Tool. This systematic review has been registered on PROSPERO, with the registration number CRD42023485235. Of the 1827 identified studies, 14 were deemed eligible for inclusion, in addition to two studies identified outside the search process in the databases. The 16 studies included a total of 3291 participants with intellectual disabilities, employed in either sheltered or integrated work settings. The results indicate that job satisfaction is a key indicator of well-being in this population and the most extensively studied factor. Work-related factors and individual factors have been significantly associated with well-being at work in individuals with intellectual disabilities; yet no intervention has been tested to demonstrate their effects. The analysis of the extracted data and the methodological quality of the studies has revealed a lack of consensus on the measurement tools of well-being at work used among this population. This limits the possibilities for comparison and reproducibility of results. Further studies are required to identify the predictors of well-being at work in this population.</p>","PeriodicalId":47236,"journal":{"name":"Journal of Policy and Practice in Intellectual Disabilities","volume":"23 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jppi.70047","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146223987","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}