ABSTRACT Background Behaviours that challenge are highly prevalent in children and adolescents with intellectual disability, impacting both their well‐being and that of their families. Understanding the role of parenting attitudes and socio‐demographic factors in these behaviours is crucial for effective support. Methods A quantitative, cross‐sectional, non‐experimental study was conducted with 193 mothers of children and adolescents aged 7 to 17 years with intellectual disability in Chile. Validated instruments were used to assess parenting attitudes, behaviours that challenge, adaptive functioning, and socio‐demographic variables. Hierarchical regression analyses were performed. Findings Parenting attitudes—particularly related to discipline and communication—were associated with higher levels of behaviours that challenge. Greater perceived fairness in parenting roles was linked to fewer internalising behaviours. Boys exhibited more internalising behaviours than girls, while externalising behaviours decreased with age. Additionally, higher levels of support needs in children predicted increased behaviours that challenge. Conclusion The findings underscore the importance of parenting attitudes in understanding behaviours that challenge in children with intellectual disability. Interventions should consider these attitudes and aim to strengthen family support systems.

ABSTRACT Background Yoga has been shown to have physical benefits for people with learning disabilities. It is unclear whether the mental health and wellbeing benefits of yoga found in other populations are apparent in people with learning disabilities. This study was a pilot. Method The study comprised three stages. In the first stage, focus groups took place to understand how classes should be run. In the second stage, 10 adults with learning disabilities attended chair yoga classes for 6 weeks, completing quantitative questionnaires. Lastly, a focus group was held to discuss the classes. Findings Researchers developed a better understanding of what accessibility means in a yoga context and developed a protocol based on this. There are many feasibility outcomes around practical considerations for larger scale research in the future. The focus groups highlighted that the atmosphere of the environment, where the yoga took place, was important and that people wished to continue with yoga. Other benefits of yoga were discussed and could be explored further in future research. Conclusions The findings indicated that yoga is an acceptable and accessible form of intervention. This research provides a grounding for larger scale work. The findings, both quantitative and qualitative, were limited by low participant numbers but suggest that there may be some benefits for the mental health of this group. How these findings can be applied to future research is discussed.

ABSTRACT Aim To explore the perspectives of individuals with intellectual disabilities on post‐secondary education. Background Education is a fundamental human right that encourages personal growth, inclusion, and access to meaningful opportunities. Post‐secondary education provides individuals with intellectual disabilities pathways to creativity, skill development and employment. This study examines their experiences and aspirations within these settings. Methods A qualitative descriptive approach was employed, with data gathered through focus group discussions. Thematic analysis identified three main themes, which were mapped onto the normalisation process theory (NPT) framework to assist interpretation and examine how inclusive practices can be integrated and maintained. Findings Participants described actively engaging in daily life through sports, drama and community involvement. Although post‐secondary education experiences were less inclusive, participants were motivated to learn, work and participate in university life. Barriers included inconsistent support systems and transport problems, especially in rural areas. Participants emphasised the importance of early exposure to campus environments, personalised support and practical learning placements. Conclusions Including individuals with intellectual disabilities provides key insights that can inform the development of more person‐centred, inclusive post‐secondary education programmes. Adding their perspectives improves alignment with both national and international policy commitments, such as the UNCRPD and Ireland's National Access Plan, ensuring higher education remains fair, inclusive and empowering for all learners.

ABSTRACT Background The Chedoke‐McMaster Attitudes Towards Children with Handicaps (CATCH), a 36‐item scale, is widely used to assess children's attitudes toward peers with disabilities. While recognized for its strong validity and reliability, it was developed nearly four decades ago in Canada for children aged 9 to 13 and no longer fully aligns with diverse geographical and cultural contexts today. We examine children's attitudes toward children with disabilities in Kampala, Uganda, using a culturally‐tailored, shorter, and updated version of the CATCH scale. We establish the construct validity of the scale by testing three hypotheses grounded in existing literature. Methods We cross‐sectionally examined the attitudes of 375 children aged 6 to 9 years in Kampala in the Summer of 2024. Findings Through rigorous scale validation steps, we offer a modernized, age‐appropriate, and concise 15‐item adaptation—one of the first in the East African context. The revised scale demonstrated strong construct validity along with good internal consistency. Conclusions Future research should evaluate the scale's psychometric properties across broader age groups, geographical regions, and socioeconomic contexts to enhance its robustness as a modern multi‐dimensional scale for measuring children's attitudes toward peers with disabilities. We introduce the Maryland‐East African Children's Attitudes toward Disabilities (MEACAD) scale.

ABSTRACT Background Individuals with intellectual disabilities experience dismal rates of employment and independent living in comparison to both their nondisabled and disabled peers. One promising approach for improving these outcomes has been attending post‐secondary education (PSE) programs. Method This study surveyed 4 years of recent graduates of an inclusive PSE program for students with intellectual disabilities to identify their employment and independent living outcomes. Graduates and their parents were asked to complete an 81‐item electronic survey comprised of a combination of yes or no responses, multiple choice, multiple answer, open‐ended responses, and Likert‐type responses. Results Survey results from 30 recent graduates showed 97% were currently employed with one student (4%) enrolled in additional job training. Graduates also reported that two‐thirds (67%) were living independently. Conclusions Given the recent expansion of PSE programs nationwide and lack of accreditation, there is a great need to identify the types of outcomes and benefits these programs provide. This information will help individuals and families make more informed decisions when selecting a PSE program.

Abstract After the consultation with people with learning disabilities, the topic of health inequalities was chosen for the 2024 special issue The lives of people with learning disabilities around the world was also of interest to people so we have made this the theme of this issue. There are papers from the Czech Republic, Hong Kong, Belgium, Chile and Iceland. We also have papers about life in the COVID‐19 pandemic. This article is protected by copyright. All rights reserved.

ABSTRACT Background Communication partners have a fundamental role supporting the use of Augmentative and Alternative Communication (AAC) with people with severe/profound intellectual disabilities. Multiple, complex factors influence communication partners' preparedness to use it. This study aimed to increase our understanding of the nature and extent to which the factors influencing the intention of communication partners to use AAC interconnect. Specific hypotheses underpinned by the Combined Technology Acceptance Model and Theory of Planned Behaviour (C‐TAM‐TPB) were tested. Methods In this cross‐sectional, descriptive, correlational study, 152 communication partners of people with severe/profound intellectual disabilities took part in an online survey. Survey items related to demographic information and items corresponding to the constructs of the C‐TAM‐TPB. Findings The findings indicate that perceived usefulness ( p value = 0.000 and β = 0.253, Wald′s Chi‐square χ 2 = 27.5) and perceived ease of use had a significant impact ( p = 0.007, β = 0.145, Wald′s χ 2 = 7.2) on attitude towards using AAC. Attitude ( p value = 0.000 and β = 0.528, Wald′s χ 2 = 20.8) and perceived behavioural control ( p value = 0.000 and β = 0.332, Wald′s χ 2 = 16.8) had a significant impact on behavioural intention. Conclusion The findings contribute to the body of knowledge of the use of AAC with people with severe/profound intellectual disabilities by highlighting the need to collectively address the factors influencing communication partners' use of AAC.

ABSTRACT Background People with intellectual disabilities face significant health disparities and often encounter barriers in accessing healthcare services. Although research supports the need for reasonable adjustments to improve healthcare access for this population, implementation in acute healthcare settings remains limited. Methods This scoping review was conducted using Arksey and O'Malley's framework. A systematic search was performed across six databases, including MEDLINE and Scopus, to examine recruitment and retention strategies for individuals with intellectual disabilities in randomised controlled trials (RCTs). Results Out of 78 selected studies, three main themes emerged: recruitment through community and organisational support, tailored communication strategies and relationship‐building approaches to enhance participant engagement. The findings highlight challenges related to ethical concerns, consent processes, gatekeeper access and discrimination. Conclusions The review emphasises the importance of inclusive strategies in RCTs involving people with intellectual disabilities. It recommends collaborative efforts, targeted training, flexible research protocols, practical support mechanisms, advocacy and dedicated funding to facilitate disability‐specific trials and ensure equitable, evidence‐based healthcare interventions.