ABSTRACT Background Educational access is key in empowering persons living with intellectual disabilities. Nevertheless, internationally, Persons with Intellectual Disabilities continue to experience marginalization and discrimination in accessing higher education. Methods This study undertakes a SWOT (Strengths, Weaknesses, Opportunities and Threats) analysis of three programmes for Persons with Intellectual Disabilities, located in higher education settings in Chile, Ireland and Australia. The project adopted a critical realist perspective focusing on its notions of reality as stratified and the pre‐existence of social forms influencing the shapes of programmes, their outputs and outcomes. Findings The analysis indicates that programmes may be embedded differently within universities allowing for different levels of stability. Enrollment in such programmes can also be advantageous to Persons with Intellectual Disabilities. Awarding university‐endorsed certifications (Chile) or qualifications aligning with national standards (Ireland), upon programme completion, promote programme credibility and can justify costs associated with the programme. While university administrative efficiencies can facilitate inclusion they can also hinder the flexibility needed to cater to the varied range of needs of Persons with Intellectual Disabilities. Conclusions The SWOT analysis suggests that when universities adjust their academic environments, to be sensitive and inclusive of the needs of Persons with Intellectual Disabilities, they have the capacity to assimilate and function with varying degrees of peer and staff support in such settings.

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 Challenging behaviours (CBs) are known to adversely affect life satisfaction among individuals with intellectual disabilities. Little is known about the impact of different profiles of CBs amongst individuals with intellectual disabilities in South Korea. Methods Latent profile analysis was conducted using cross‐sectional data from 1984 Korean individuals with intellectual disabilities. The three‐step approach with multinomial logistic regression was utilised to identify factors associated with the profiles of CB, while the unequal variance three‐step approach was used to examine relationships between the profiles of CB and life satisfaction. Findings There were four latent profiles: Stable Behaviour Group, Pervasive Challenging Behaviour Group, Disruptive Behaviour Group and Violent Behaviour Group. Personal factors (age, gender and employment status), disability severity and functioning‐related factors (intellectual ability, communication skills and activities of daily living) were significantly associated with the profiles of CB. Proxy‐reported life satisfaction scores appeared lower for individuals in the Violent Behaviour Group than those in other groups. Conclusion The findings suggest that CBs are heterogeneous, with four distinct latent profiles. Various factors were found to be associated with the profiles of CB, providing a strategic basis for developing individualised interventions.

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 This article analyses the experiences of students with intellectual disabilities and their peer mentors in an Irish university. Methods Data was collected through interviews with 15 peer mentors and 13 students with intellectual disability. Findings Mentoring helps students with intellectual disabilities feel welcome, confident and supported and enhances their social interaction. Benefits for mentors include a sense of enrichment, enhanced disability awareness and increased friendships. Enablers of success for mentors include orientation training, check‐in sessions with staff and structured opportunities for sharing reflections with other mentors. Mentor support would be enhanced by providing mentors with the learning preferences of students and advanced information about the material to be covered in lectures and related assessments. Areas for further research indicated by the data include exploration of differences between dyad‐based models of mentoring versus group models. Conclusions Embedding protocols for collecting mentee and mentor experiences in mentoring programmes can enhance evidence‐based practice. Consideration needs to be given to data collection practices which best enable students with intellectual disabilities to share their experiences. Comparative exploration of models of mentorship across different campuses is needed. The transferable skills and increased disability awareness acquired by mentors are aligned with university agendas around creating work‐ready graduates and expanding equity and inclusion and could be strategically leveraged to lobby for greater institutional support for programmes for students with intellectual disabilities in higher education.

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.