British Journal of Learning Disabilities

Accessible summary Going online is important because we can learn, meet people and get information. But some actions by others or by ourselves can be harmful. We wanted to find out how people with intellectual disabilities in Spain go online and the problems they have using the Web. We asked 77 adults with intellectual disabilities and 68 caregivers to answer questions about how people with intellectual disabilities use the Web. We found that people with intellectual disabilities prefer smartphones to go online and that they listen to music, watch videos or chat with friends online. We also found out that sometimes they have problems such as receiving insults or being blocked. Abstract Background Internet offers opportunities to people with intellectual disabilities, but it also involves some risks. The aim of this study was to explore these issues considering caregivers and people with intellectual disabilities’ perspectives. Materials and Methods A descriptive, cross‐sectional study was conducted. The sample consisted of 77 adults with intellectual disabilities and 68 caregivers from a Spanish service provider organisation. Results Compared to previous research, findings show an increasing use of electronic devices such as smartphones and the Internet by people with intellectual disabilities. Some online risks (e.g., being insulted, being threatened, someone using their personal information) and undesirable behaviours of this group (e.g., insulting, threatening or flirting with someone who did not want to) were also identified. Differences between the responses of people with intellectual disabilities and their caregivers were found with regard to people with intellectual disabilities’ online behaviour. Conclusions It is important to design, validate and implement strategies to promote risk management and positive risk‐taking actions for people with intellectual disabilities.

Esther Chiner

Marcos Gómez‐Puerta

María Cristina Cardona‐Moltó

Internet use, risks and online behaviour: The view of internet users with intellectual disabilities and their caregivers

互联网使用、风险与在线行为：智力障碍者及其看护者的观点

Accessible summary Both good and bad things can happen when people use the Internet, and people with learning disabilities are not using the Internet as much as other people. Worry about the bad things that can happen online might be one reason people with learning disabilities are not supported to access the Internet as much as other people. We wanted to find out what people without learning disabilities believe about these good and bad things for people with learning disabilities. We wanted to find this out because the way people without disabilities think about the good and bad things online might affect how people with learning disabilities are treated. We found out that people without learning disabilities think that both the good and bad things are more likely to happen to people with learning disabilities when they use the Internet. Abstract Background: Information and communication technologies, with the Internet at the forefront, have the potential to enhance the knowledge, service, employment, development and social interactional opportunities available to people with intellectual disabilities. Despite this, people with intellectual disabilities are not accessing the Internet to the same degree as people without intellectual disabilities. Issues of safety, risk and protection online for people with intellectual disabilities have yet to be adequately investigated, and these currently serve as reasons given for hindering people from gaining online access. Materials and Method: This survey aimed to gauge the views people without intellectual disabilities have of risks and benefits of using the Internet for themselves and for people with intellectual disabilities and to compare self‐ratings of risk and benefits to ratings for people with intellectual disabilities. Results: The survey findings indicate that, with only a small number of exceptions, both the risks and benefits of being online were believed to be greater for people with intellectual disabilities compared with those without intellectual disabilities. Greater use of the Internet was associated with increased perception of benefits to being online for both people with intellectual disabilities and for participants. Conclusions: Perceptions of increased benefits suggest more needs to be performed to improve online access whilst a perception of increased risk may help to explain the reduced inclusion of people with intellectual disabilities in the online world.

Darren D. Chadwick

Sally Quinn

Chris Fullwood

Br J Learn Disabil

Perceptions of the risks and benefits of Internet access and use by people with intellectual disabilities

智力障碍人士对互联网访问和使用的风险与益处的看法

Abstract Background There is a need for online learning programmes to be accessible for students with intellectual disabilities. Online learning has become an important means of continuing educational activities during the COVID‐19 pandemic. Students with intellectual disabilities need to have access to online learning programmes that are suitable for non‐readers and those with different literacy levels. Methods This study looked at The My Blossom Channel online learning assertiveness course and assessed the perceived increase in levels of confidence for 51 students with an intellectual disabilty. Pre and post programme self and support person reports were analysed for all the students along with direct observation data collected by the course facilitators. Findings The results indicate that increased levels of assertiveness were shown for participants who completed the course. Both the young person and their support person reported the experience was overall very positive and generalisation of some the skills to other settings were noted. Conclusion The model of online learning outlined in this paper demonstrates an example of an accessible online learning model for people with intellectual disabilities. A number of factors were shown to be important in the success of this model including, role‐play activities, modelling, scenarios, debate, immediate feedback, and peer interaction which emphasises praise and encouragement.

Imelda Fitzpatrick

Maja Trninic

Dismantling barriers to digital inclusion: An online learning model for young people with intellectual disabilities

拆除数字包容障碍：针对智力障碍青少年的在线学习模式

Abstract Background Developments in digital technologies have transformed how people interact with the world, offering employment, education, communication, health benefits and entertainment. Research has shown that not everyone can easily access digital content, particularly people with intellectual disabilities. Despite internet access being recognised as a human right in the United Nations' Conventions on the Rights of Persons with Disabilities, this group faces significant disadvantages. Methods A thematic analysis of quantitative and qualitative findings was conducted with data from focus groups and interviews with 200+ participants across Ireland, Sweden, France, and the Netherlands on how people with intellectual disabilities are using technology at this time and access facilitators and barriers. Findings The pandemic exacerbated the digital divide between people with intellectual disabilities and their neurotypical peers, impacting physical and mental well‐being. Growing demand for accessible digital skills training underscores the need to bridge this gap. Conclusion Addressing these digital access disparities is crucial to ensure that individuals with intellectual disabilities can enjoy the benefits of the digital age and maintain their well‐being. By identifying priority topics in our interview data, researchers also pinpointed critical accessibility barriers and facilitators to support codesigning activities for future digital skills education content within the Digi‐ID project.

Esther Murphy

Orla Shiels

Sara Fiori

Darren McCausland

Helena Bergström

Raphael Koster

Hanna Noorlandt

Ida Korfage

Eva Flygare Wallén

Bridging the digital divide for individuals with intellectual disabilities: Implications for well‐being and inclusion

弥合智力障碍人士的数字鸿沟：对福祉和包容性的启示

Accessible summary This article is about how people with learning disabilities helped to produce a history about Australia’s oldest and largest purpose‐built institution for people with learning disabilities, Kew Cottages. The study uses oral history to empower people with learning disabilities to tell their stories in their own words. I believe that it is important for oral histories to be accessible for people with learning disabilities. So I used a new form of history‐making, digital storytelling/histories, to produce a DVD using text, sounds and images. This research is important for people with learning disabilities because it explains how traditional oral history techniques can be used with new media technology to create collaborative, meaningful and accessible publications. Summary The following article outlines the methodological approach used to include people with learning disabilities as active participants in an oral history produced in Australia. The history sought to document life inside Kew Cottages, Australia’s oldest and largest specialised institution for people with learning disabilities. This work furthers existing research being conducted with people with learning disabilities in the fields of oral history and life history. The article explores: research ethics, the value of oral history and the positive benefits for inclusive learning disability research using digital storytelling/histories.

Corinne Manning

ORIGINAL ARTICLE: ‘My memory’s back!’ Inclusive learning disability research using ethics, oral history and digital storytelling

原创文章：“我的记忆回来了！” 利用伦理、口述历史和数字叙事进行包容性学习障碍研究

Summary People with intellectual disabilities should have opportunities to work within universities. Inclusive research and coteaching opportunities are some ways that people with intellectual disabilities can have meaningful employment opportunities within universities. This paper was cowritten with people with intellectual disabilities. The paper discusses the experiences of people with intellectual disabilities, researchers and a disability grassroots organisation in coproducing research and teaching experiences. Two coproduced lists were developed: (1) To help universities better understand how to include people with intellectual disabilities in research and teaching opportunities and (2) to help other people with intellectual disabilities know what to do when working at a university.

Natasha Spassiani

Theo Armstrong

Mojca Becaj

Andrew Hiddleston

Anna Higgins

Aaron Hume

Jodi Robertson

Tony Young

You Can't Exclude Us Anymore! A Critical Reflection of Inclusive Research and Teaching Opportunities for People With Intellectual Disabilities in University Settings

你不能再排斥我们了！对大学环境中智力障碍人士包容性研究与教学机会的批判性反思

ABSTRACT Background Individuals with intellectual disability in the United States have historically been underemployed due to societally constructed barriers. Recently, more individuals with intellectual disability have been attending Inclusive Postsecondary Education (IPSE) programmes, which have contributed to improving their employment outcomes. Methods This qualitative study analyzed the experiences of five graduates from one IPSE programme who completed an internship during their programme. Semistructured interviews were used to discuss their IPSE internship experiences, current employment and future goals. Transcripts were coded and analyzed inductively. Findings At the time of the interviews, each participant had competitive employment. The findings illustrated two significant categories of resources used to gain employment postgraduation: internal university resources such as university staff, course content, work sites and networking groups; and external university resources, including parents, community service agencies and the Internet. Conclusions Although external university resources were important to the participants in this study, they may be an area of inequity when considering the intersectionality of disability and other marginalized identities such as race and socioeconomic status. To combat any lack of external resources a student may have, IPSE programmes should plan to address potential inequities programmatically.

Katie Ducett

Beth Myers

Brianna Shults

Working to Work: Gaining Employment After Inclusive Postsecondary Education

工作以工作：接受包容性高等教育后的就业

ABSTRACT Background Day‐service centres offer valuable support for individuals with intellectual disabilities, often referred to as service‐users. Due to potential communication challenges, nurses must gather information from caregivers, particularly mothers. This study explores the collaboration between nurses at day‐service centres and the mothers of service‐users to enhance care quality. Methods This qualitative study collected data from six nurses working at day‐service centres in Japan and conducted an analysis using a descriptive narrative approach. Each nurse participated in two or three semi‐structured interviews, where nurses were encouraged to speak freely, resulting in 16 interviews. Findings Three key themes emerged from the collaboration between nurses and service‐users’ mothers: (1) ‘building good relationships with parents to ensure a smooth exchange of information about service‐users’; (2) ‘providing the same care at the day‐service centre as the service‐user would receive at home’; and (3) ‘identifying areas that nurses cannot compromise on while respecting how mothers care for their children’. Conclusions These findings provide insights into effective nursing care for individuals with intellectual disabilities in day‐service centres, emphasising the importance of productive engagement with their mothers.

Yoshimi Ito

Kyoko Asakura

Shoko Sugiyama

Nozomu Takada

Nurse–Mother Collaborations in Disability Day‐Service Centres for Individuals With Intellectual Disabilities

智力障碍者日间服务中心中的护士与母亲合作

ABSTRACT Background Since 2010, there has been significant growth in the United States in the number of students with intellectual disability accessing higher education, driven by federal legislation and funding. Currently, over 340 institutions of higher education provide programs of study for students with intellectual disability. Of these programs, 134 have received federal funding through the Transition and Postsecondary Education Program for Students with Intellectual Disabilities (TPSID) model demonstration program. The Think College National Coordinating Center (NCC), the evaluator of the TPSID model demonstration projects, has collected annual data on student activities and outcomes. Methods This study provides trend analysis of data from the TPSID model demonstration program on almost 5000 students with intellectual disability over a 13‐year period. Findings This analysis identified trends in student characteristics, university access, employment, support and outcomes of federally funded higher education programs. Conclusions The TPSID model demonstration program and resulting student and program data substantially impacted higher education program development and quality in the United States. Trends reflected in this study demonstrate growth in inclusive course access, employment, credential attainment and use of financial aid for college students with intellectual disability. The study provides implications for practice, research and policy in the United States and internationally.

Meg Grigal

Clare Papay

Caitlyn Bukaty

Belkis Choiseul‐Praslin

Cate Weir

Chelsea VanHorn Stinnett

Demonstrating Progress and Potential: Lessons Learned From Federally Funded Inclusive Postsecondary Education in the United States

展示进展与潜力：从美国联邦资助的包容性高等教育中汲取的经验教训

ABSTRACT Background This paper was written by researchers with and without intellectual disability working in two Australian universities. Each university has an inclusive programme. The co‐researchers were former students of these programmes. The reason for this study was to find out what people in these two programmes did while they were at university, what they liked and disliked about their experience and what they have been doing since they finished university. Methods Researchers recorded conversations about university experiences with 10 current and former students of the two programmes and five participants' family members. From this, the students' ‘journey’ to, through and after university was co‐written by a pair of researchers with and without lived experience. These stories were reviewed by a team of people with lived experience. In this paper, five journeys are presented as well as a summary of what was reported across all 10 stories. Findings The study found that participants had a positive experience at university and developed self‐confidence. They enjoyed learning and having choices in their learning. Some students reported feeling included, meeting new people, having good relationships with mentors and having positive involvement with university clubs. Others reported difficulties making friends, feeling unaccepted or not fully included in all parts of university life. Some programme graduates went on to paid employment or other learning. Not all students felt supported with the move to other opportunities after university. Conclusions This study highlights the importance of including people with intellectual disability as researchers and advisors in studies about people with intellectual disability. The study also shows more needs to be done within these programmes to help students develop genuine relationships at university beyond the programmes. More needs to be done to ensure new friendships continue after leaving the programme. Students also need to be better supported on their post‐university journeys.

Matthew Turnbull

Angela Ho

Fiona Rillotta

Mary‐Ann O'Donovan

Nadia Willis

Greta Westermann

Nikki Wedgwood

‘People With Intellectual Disabilities Can Really Go to Uni, They Can Study, They Just Need That Extra Assistance’–Stories of People With Intellectual Disability Experiencing University in Australia

“智障人士真的可以上大学，他们可以学习，只是需要额外的帮助”——澳大利亚智障人士体验大学的故事

Abbreviation	Br. J. Learn. Disabil.
Journal Impact	1.37
Quartiles(Global)	EDUCATION, SPECIAL(Q3)

ISSN	1354-4187, 1468-3156
h-index	46

Publication Information	Publisher: Wiley-Blackwell Publishing Ltd，Publishing cycle: ，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 1994，Proportion of original research papers: 96.55%，Self Citation Rate:8.30%， Gold OA Rate: 44.59%

British Journal of Learning Disabilities

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