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…

Background: Interactive engagement, specifically attention and initiation, are considered important skills for facilitating development and learning in students with severe/profound intellectual and multiple disabilities. Prior research has suggested that music therapy and multisensory storytelling are two promising interventions for supporting…

Introduction: Language can reflect bias: an 'intellectual' disability means for many people that you cannot be an academic knowledge producer; a 'learning' disability means that your education will be hampered. Like language definitions, academic practices can reflect societal biases. The social (in)justice regarding knowledge and knowledge…

Background: For almost two decades, students with intellectual, developmental and multiple disabilities have attended undergraduate classes at the University of Manitoba, in Winnipeg, Canada as part-time auditing students. They are supported by the Campus Life program. Campus Life employs graduate and undergraduate university students as academic…

Background: People with a learning disability experience challenges accessing primary health care services, including eye care services. Methods: Eye care needs of people with a learning disability, and how well they are met by existing services in England, were explored. Barriers and enablers to accessing these services were investigated. This…

Background: All children have the right to express their views about matters affecting them and participate in decision-making for their future irrespective of their intellectual ability. This study explores the adult role in understanding the views of children with profound and multiple learning difficulties who are not using a formal…

Background: Immigrant parents' perspectives on raising adolescents and young adults with intellectual disabilities during the transition to adulthood are the focus of this study. Disabled children demand more care and support as they mature and transition to adulthood. This increased care demand places significant stress on parents' wellbeing and…

Background: Although there is research-based evidence on the educational potential of information and communication technologies as teaching and learning resources for schools, studies focused on the real benefits and risks associated with online activities of students with intellectual disabilities are still scarce. The purpose of this study was…

Background: BLuE -- 'Bildung, Lebenskompetenz und Empowerment' ['Education, Life Skills and Empowerment'] -- is an inclusive university programme with a peer-mentoring system, where students of the primary education programme assist students with attributed cognitive or mental disabilities as tutors. Deutsch et al. (2024) showed that it is a…

Background: The demand for educational and social inclusion of children with intellectual disabilities continues to grow throughout the world. Factors contributing to the increasing demand include family advocacy efforts, shifting views about the nature of disability, and increased international recognition of the rights of children with…

Background: There is a need for online learning programmes to be accessible for students with intellectual disabilities. Online learning has become an important means of continuing educational activities during the COVID-19 pandemic. Students with intellectual disabilities need to have access to online learning programmes that are suitable for…

Background: Research has previously been undertaken around the subject of alumni networks, yet it remains to touch upon the inclusivity of these networks, particularly relating to people with learning disabilities. Referring to Law's "Community Interaction Theory", this study sets out to explore how education providers understand and…

Background: In many countries, the goal of secondary education for students with intellectual disabilities is to transition to the labour market. However, research and reviews consistently show that employment rates are very low for graduates with intellectual disabilities. The aim of this article is to scrutinise the preparation for…

Background: To slow the spread of COVID-19, on 20 March 2020, nurseries, schools and colleges across England were closed to all learners, apart from those who were children of key workers or were considered "vulnerable." As young people with learning disabilities, families, professionals and schools become acquainted with the Erfahrung…

Background: Obtaining employment for young people with learning disabilities remains challenging, and people may not be able to experience work that offers them the opportunity for broader and deeper social inclusion. Supported internships (SIs) offer a possible solution to this problem, providing a bespoke, structured study programme designed for…