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.

ABSTRACT Background People with intellectual disabilities face challenges accessing and understanding health information, impacting their ability to make informed lifestyle decisions. A tailored health education resource was developed to address this need through a collaborative public and patient involvement approach. Methods This mixed‐method pilot study explored the usability of a tailored health education resource from facilitators' perspectives. Eleven social‐care workers implemented it over 8 weeks in community hubs. Data were collected via focus groups, journals and a questionnaire and analysed via thematic analysis and descriptive statistics. Findings The resource was effective and adaptable, enhancing learner engagement through multi‐modal strategies. Facilitators valued its flexibility but noted challenges with mixed‐ability groups and age‐appropriate materials. Conclusions The resource aids facilitators in teaching health concepts to people with intellectual disabilities. Modifications were suggested regarding some terminology and the inclusion of guidance on group composition. The study underscores the need for accessible, age‐appropriate information for this population.

ABSTRACT Background Compared to the general population, people with a learning disability are at an increased risk of earlier onset and development of dementia. Care staff training is one recommendation (NICE, 2018) identified to address this need. The BPS DCP & RCP (2015) provide a framework for the delivery and content of learning disability and dementia training. The aim of this service evaluation is to evaluate the impact and content of learning disability and dementia training on care staff knowledge and confidence. Methods A mixed methods convergent parallel design was utilised, applying a pre and post training questionnaire. Quantitative data was collected about care staff knowledge and confidence, and qualitative data to understand how the training content impacted on this. Findings There was a significant increase in care staff knowledge and confidence following training. Big picture codes emerged from the data including ‘Learning disability and dementia knowledge’, ‘Application of knowledge’, ‘Impact of training’, ‘Systemic issues’ and ‘Delivery of training’. Conclusions Emerging narratives including learning styles, safe uncertainty and self‐efficacy theory are discussed. Recommendations include a review of learning styles across sessions to facilitate learning of complex content, transfer of knowledge into practice and provision of training to other groups.