British Journal of Learning Disabilities

Accessible summary Students with intellectual disabilities in mainstream and special schools can benefit from information and communication technologies, including the Internet. We asked teachers about the benefits, risks and safety of online activities for students with intellectual disabilities. Teachers perceive that online activities are not safe enough for this group. Teachers in special and mainstream schools hold different perceptions. Teacher training is necessary to promote digital inclusion.

Esther Chiner

Marcos Gómez‐Puerta

María Cristina Cardona‐Moltó

Digital inclusion in Spanish mainstream and special schools: Teachers' perceptions of Internet use by students with intellectual disabilities

Abstract Background Living in the digital era, young adults with intellectual disabilities use diverse digital products, the Internet, and social media in their daily lives. However, they may need support in digital undertakings as in other aspects of life. In a disability service context, staff are primary support providers but are restricted and guided by organisational goals and strategies. Previous research has shown that staff have dual roles as support providers and executors of organisational ambitions. This study analyses the motivations and prerequisites, as well as the obstacles to the implementation of digitalisation at a strategic level of disability services. Method Qualitative semi‐structured interviews were conducted with public officials and municipal politicians responsible for providing disability services. A thematic analysis was performed using a constructionist perspective. Findings Three themes were identified: Intertwined ideals of digital infrastructures in disability contexts, culture of vertical governance, and developing competencies. These themes can be seen as pillars of the digitalisation of digital services at the organisation's strategic level. In addition to shedding light on specific issues, these themes reveal underlying issues relating to conceptions of support practices and organisational culture. Conclusion Digitalisation is motivated by a desire to preserve the organisation's legitimacy and be a relevant service provider. Digital infrastructure is required for digitalisation but is lacking because of intertwined legal and moral issues. Digitalisation also appears to be hindered by organisational structures and organisational culture, whose impact greatly outweighs that of digital issues.

Camilla Eriksson

Jens Ineland

Ideals, governance and competencies: The complexity of implementing digitalisation in disability organisations

ABSTRACT Background Women with intellectual disabilities confront distinct challenges as they age, compounded by cognitive and adaptive constraints. These challenges encompass heightened health risks, barriers to social support and susceptibility to violence, underscoring the critical role of self‐determination in enhancing their quality of life. Method This quantitative study utilised a scale based on the Functional Model of Self‐Determination to assess self‐determination levels in 218 Chilean women aged 45 to 80 with intellectual disabilities. The research also explored potential personal and environmental factors influencing these levels. Findings Employed participants and those in supportive family environments demonstrated higher self‐determination levels. Moreover, women without mental health issues exhibited advanced skills in self‐regulation, empowerment and self‐realisation. Significant disparities were noted based on varying levels of intellectual disability, types of support received and socioeconomic status, highlighting the necessity for tailored and diversified support systems. Conclusion Developing personalised support programs that address individual and contextual differences is crucial. Despite limitations, this study emphasises the urgency for inclusive public policies aimed at eliminating socioeconomic and cultural barriers, thereby fostering environments conducive to community engagement and autonomous decision‐making.

Izaskun Álvarez‐Aguado

Vanessa Vega Córdova

Miguel Roselló‐Peñaloza

Félix González‐Carrasco

Maryam Farhang

Karla Campaña Vilo

Herbert Spencer

Felipe Muñoz La Rivera

Leyre Álvarez Aguado

Self‐Determination Skills in Ageing Women With Intellectual Disabilities

智力障碍老年女性的自我决定能力

ABSTRACT Background There is a need for more qualitative research focusing on the lived experiences of people with an intellectual disability and a better understanding of how these experiences align with other voices in their lives, such as family and support staff. Methods In this qualitative study, we asked people with an intellectual disability ( N = 87) and their support workers ( N = 120) similar questions about factors contributing positively and negatively to the lives of those with an intellectual disability. We conducted a thematic analysis combining data across respondents, while also identifying areas of similarities and divergence between self‐reports and staff reports. The setting was community‐supported living schemes and group homes in the UK. Findings Qualitative themes, representing key positive and negative factors in the lives of people with an intellectual disability, were (1) Positive impact of social relationships on well‐being, (2) positive impact of participation and roles on self‐determination and well‐being and (3) negative impacts of difficulties affecting day‐to‐day life. These three themes are all linked to a broader sense of identity, purpose and self‐determination. These were broadly consistent across self‐reports and staff reports, although there were some points of divergence, particularly in Theme 3. Conclusions These findings reveal areas that are key to maximising the quality of life of people with an intellectual disability and suggest that self‐reports and proxy reports can sometimes offer unique perspectives. Our findings can be used to ensure that the priorities of people with an intellectual disability are considered in their care.

Elizabeth Smith

Petroc Sumner

Georgina Powell

The Lived Experience of People With Intellectual Disability in Community Settings: A Comparison of Self‐Reports and Staff Reports

智力障碍者在社区环境中的生活体验：自我报告与工作人员报告的比较

ABSTRACT Background Third‐level education is a relatively new opportunity for people with intellectual disabilities. The development of third‐level educational opportunities for this population rests on understanding their experiences and suggestions for programme development and improvement. The aim of this study is to establish how inclusive third‐level education is experienced by people with intellectual disabilities. Method A scoping review was conducted using Arksey and O'Malley's framework of peer‐reviewed empirical research published between 2002 and 2023 that reported on the experience of third‐level education for people with intellectual disabilities. Findings People with intellectual disabilities are engaging in third‐level education courses within University Campuses. They consider such programmes as opportunities to meet aspirations and to enable independent living especially through employment. Their experiences are influenced by supportive staff, initiatives and challenges and they have opinions on how to improve third‐level programmes. Conclusions People with intellectual disabilities value and embrace the opportunities to engage in third‐level education. Their experience is mixed with positive personal outcomes and challenges. Future research is needed to examine effective approaches to overcoming challenges and finding ways to develop programmes that meet the needs of adults with intellectual disabilities.

Therese Hennessy

Jennifer McMahon

Owen Doody

How People With an Intellectual Disability Experience Inclusive Third‐Level Education: A Scoping Review

智力障碍者如何体验包容性高等教育：范围综述

ABSTRACT Background Parents with learning disabilities are often assessed as lacking the capacity to parent effectively; however, ecological models of parenting indicate that support from informal social networks (ISNs) can help them successfully maintain family life. This systematic review examined evidence regarding (1) parent and child outcomes associated with support from ISNs and (2) perceptions of the roles of ISNs for parents with learning disabilities. Methods Peer‐reviewed quantitative and qualitative literature was identified through a search of six databases, and a narrative synthesis was subsequently conducted. Results Twenty‐six articles were included in the review. Findings of the quantitative synthesis provided preliminary evidence for a positive relationship between support from ISNs and parental mental health, positive parenting practices and child wellbeing. The qualitative synthesis indicated that parents benefited from ISNs through their provision of practical and emotional support and learning skills. Network characteristics that divided supportive from unsupportive members were also identified. Conclusion Parents with learning disabilities receive the same positive outcomes from ISNs as other parents, although unique contextual and social challenges may affect their experiences. Future research should explore interventions to build ISNs of parents with learning disabilities that acknowledge their existing strengths as parents and community members.

Jennifer Threlfall

Hannah Jobling

Katherine Graham

The Role of Informal Social Networks in Supporting Parents With Learning Disabilities: A Systematic Review

学习障碍父母支持中非正式社会网络的作用：一项系统综述

ABSTRACT Background The social networks of adults with intellectual disabilities are often small and may be limited to family, paid staff and others with disabilities. This study explored the social inclusion of six individuals who joined mainstream leisure clubs or became local volunteers. Method This qualitative intervention study provided structured support and education to local connectors, existing members of clubs/organisations who provided one‐to‐one support to new members with intellectual disabilities. After 4 months, qualitative interviews were conducted to explore the experiences of the six participants with disability. Data were analysed using content analysis. Findings Individuals joining mainstream leisure clubs or volunteering, with natural supporters, creates opportunities for making new acquaintances and expanding social networks. Finding local connectors and opportunities for shared volunteering or leisure activities based on personal goals/interests are key to individuals forming new acquaintances close to where they live. Barriers and facilitators to participation are identified. Conclusions Adults with intellectual disabilities becoming volunteers or joining mainstream leisure clubs has the potential to lead to enhanced opportunities for social inclusion in their neighbourhoods. Implications for policy and practice are examined. Recommendations for further research are explored. A Valued Social Role Checklist developed from this study offers a tool when sourcing social roles.

Geraldine Boland

Anne‐Marie Potter

Eilin de Paor

Suzanne Guerin

Social Inclusion Through Making Neighbourhood Connections: Experiences of Older Adults With Intellectual Disabilities of Local Volunteering and Leisure, Facilitated by Local Connectors

通过建立邻里联系促进社会包容：智力障碍老年人参与本地志愿服务和休闲活动的体验，由本地联络员协助

短名	Br. J. Learn. Disabil.
Journal Impact	1.37
国际分区	EDUCATION, SPECIAL(Q3)
期刊索引	SCI Q3中科院 4 区

ISSN	1354-4187, 1468-3156
h-index	46
国内分区	医学(4区)医学特殊教育学(4区)

涉及主题	心理学医学精神科发展心理学学习障碍社会学生物政治学法学哲学经济遗传学护理部计算机科学智力残疾
出版信息	出版商: Wiley-Blackwell Publishing Ltd，出版周期: ，期刊类型: journal，开源期刊: 否
基本数据	创刊年份: 1994，原创研究文献占比: 96.55%，自引率:8.30%， Gold OA占比: 44.59%

British Journal of Learning Disabilities

期刊引文格式

有 1 位以上作者的期刊

有 2 位作者的期刊

有 3 位作者的期刊

有 5 位以上作者的期刊

书籍引用格式

学位论文引用格式

网页引用格式

专利引用格式

手工熬夜修改参考文献？研飞自动匹配期刊，一键轻松成稿，支持 Word/WPS

投稿经验分享

Digital inclusion in Spanish mainstream and special schools: Teachers' perceptions of Internet use by students with intellectual disabilities

Ideals, governance and competencies: The complexity of implementing digitalisation in disability organisations

Self‐Determination Skills in Ageing Women With Intellectual Disabilities

The Lived Experience of People With Intellectual Disability in Community Settings: A Comparison of Self‐Reports and Staff Reports

How People With an Intellectual Disability Experience Inclusive Third‐Level Education: A Scoping Review

The Lived Experience of People With Intellectual Disability in Community Settings: A Comparison of Self‐Reports and Staff Reports

Self‐Determination Skills in Ageing Women With Intellectual Disabilities

The Role of Informal Social Networks in Supporting Parents With Learning Disabilities: A Systematic Review

How People With an Intellectual Disability Experience Inclusive Third‐Level Education: A Scoping Review

Social Inclusion Through Making Neighbourhood Connections: Experiences of Older Adults With Intellectual Disabilities of Local Volunteering and Leisure, Facilitated by Local Connectors