Living in an ‘ordinary’ neighborhood? A care-ethical exploration of the experiences of young adults with mild intellectual disabilities

Abstract

Care ethics considers the moral good as arising within practices and in people’s experiences in these practices. This contribution applies a care-ethical approach to inquire into the effects of a major change in the social domain policy in The Netherlands. The new policy is based upon the expectation that young adults with Mild Intellectual Disabilities (MID) become ‘active citizens, participating in their neighborhood’, with the support of care organizations and local municipalities. Accordingly, care responsibilities were transferred to the local level (municipalities). On this level, however, basic insights were lacking concerning the needs and wishes of the young adults with Mild Intellectual Disabilities, and concerning the possibilities for local collaboration. Research was performed by taking Joan Tronto’s definition of care as a starting point and applying a method adequate to capture young adults’ experiences in one municipality. We conclude that this neighborhood is not an environment wherein they can participate. Points of interest This article offers new insight into the effects of a major change in long-term care policy in the Netherlands that emphasizes participation. Care ethics focusses on practices, in which more than two people are involved, that help meet needs of care (or fail in this respect). The article presents an inquiry into the experiences and needs of six participants living in a Dutch facility where youths and young adults with Mild Intellectual Disability are supported to participate in society, as expressed by themselves in photos and interviews and as observed through the method of shadowing. The results of this inquiry are three aerial photos that show how the participants live in supporting networks with gaps, underscoring their experiences of being displaced and feeling unacknowledged in the vicinity of their home. Different organizations directed at care for young adults with Mild Intellectual Disability can learn from the care needs that result from this way of organizing care.