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AbstractOlder people with intellectual disabilities (ID) experience numerous transitions in their lives, which include transitions between jobs, places of residence, relationship transitions, and transitions to retirement. Ensuring quality planning for the future is important so that older people with ID can live good lives. Thus, the aim of this study was to explore planning for the future and transitions experienced by older people with ID. The author conducted semi‐structured in‐depth interviews with 17 people with ID aged 40 years and more. The interviews were analyzed using inductive content analysis. The three main themes were types of transitions, planning for future, and barriers to planning for future. The implications for research and practice are discussed, with a focus on enhancing independence and choice‐making.

Changes in the lives of people with profound intellectual and multiple disabilities -- Exploring the situated social being of children with profound and multiple learning difficulties across educational contexts : a study of belonging / Ben Simmons -- Inclusion and participation of students with profound intellectual and multiple disabilities / Bea Maes, Anneleen Penne, Katrijn Vastmans and Michael Arthur-Kelly -- On "being" together as belonging : inside Golden tent / Jill Goodwin -- Crossing the wobbly bridge : an inclusive approach to researching playfulness and children with profound and multiple learning difficulties / Debby Watson -- A trip to the caves : making life story work inclusive and accessible / Noelle McCormack -- Shifting the gaze : the use of wearable cameras in research / Melaneia Warwick -- Approaching a person with profound intellectual and multiple disabilities -- what do you think, what do you do? / Sheridan Forster -- Singing together : friends' and families' perspectives of possible ways to be included in society / Catherine de Haas -- Enabling people with profound and multiple learning disabilities to belong in public and community archive collections / Liz Tilley, Sue Ledger and Catherine de Haas -- Belonging and people with profound intellectual and multiple disabilities : pushing the boundaries / Iva Strnadová and Melanie Nind.

BackgroundInclusive research is increasingly common in intellectual disabilities research, but ways in which voice of co‐researchers with intellectual disabilities is presented remain underexplored in the literature.Materials and MethodThe authors conducted a literature review and analysis of peer‐reviewed journal articles reporting on inclusive research. The aim was to explore the ways the voices of co‐researchers with intellectual disabilities are represented in published peer‐reviewed journal articles.ResultsThe findings indicate that there are a wide range of ways in which inclusive research projects are reported in peer‐reviewed journals. However, the experiences, views and opinions of co‐researchers are often either absent or very selectively reported.ConclusionsThe article concludes that although inclusive research has proliferated in the 21st century, more attention needs to be paid to the ways in which the voices of co‐researchers with intellectual disabilities are heard in formal academic contexts. Guidelines for future practice are offered.

AbstractWomen with intellectual disabilities often experience limitations to their autonomy despite the enactment of international treaties, such as United Nations Convention on the Rights of Persons with Disabilities and the World Health Organization's Active Ageing: A Policy Framework. The authors examined the perception of autonomy experienced by 55 older women with intellectual disabilities resident in New South Wales (Australia) and Czech Republic (Europe). The aim was to identify factors both limiting and contributing to a perception of autonomy held by older‐aged women with intellectual disabilities. The women were recruited via support groups, employment agencies for persons with disabilities, day centers, sheltered workshops, self‐advocacy groups, and nongovernmental organizations. The women were interviewed and the data from the interviews were analyzed following a grounded theory approach. The study identified two factors with potential to limit autonomy of women with intellectual disabilities: (1) intra‐individual factors (e.g., health issues); and (2) environmental factors (e.g., living arrangements, finances). Drawing on responses from the women, the authors propose factors that may have a potential to strengthen autonomy among these women. The implications of the findings were reviewed and it is suggested that families and service providers should be made aware of ways to support autonomy of older women with intellectual disabilities.

Background  Quality of life for people with intellectual disabilities has been reported in the research literature across differing demographics. There has been, however, little research that has examined in‐depth the experiences of women with intellectual disabilities aged 40 years or older.Materials and methods  Fifty‐five women from Sydney, Australia, and Prague, Czech Republic, were recruited to the study. Participants were recruited through agencies known to the researchers, ensuring ethical conduct of all procedures.Results  Each participant completed a semi‐structured interview, and using a grounded theory approach, a series of themes were identified common across all women. The strongest theme identified throughout the interviews was the lack of control participants perceived they had over their lives.Conclusions  The results of this study further the call for people with intellectual disabilities to be provided the opportunity to participate in decisions about their life choices.

Background: Sex education assists students in the development of a healthy sexual identity and relationships. However, students with an intellectual disability tend to receive less holistic sex education as compared to students without a disability. In this inclusive study, we explored the perspectives of 10 high school teachers through interviews and focus groups on how students with an intellectual disability are informed about sexual relationships and prepared for their future life living with as much autonomy as possible, including living with a partner and becoming parents. Method: The interviews and focus groups were analysed using the inductive content analysis. Results: Data analysis revealed three themes: (a) sex education; (b) self-determination and self-advocacy skills; and (c) teachers' concerns. Conclusions: Several recommendations are discussed. These include incorporating sexuality education-related goals in an Individualised Learning Plan (ILP); teachers adopting a rights-based approach and focusing on students' self-determination, agency, and rights regarding sex education; and providing schools with necessary resources to teach sex education.

AbstractPeople with intellectual disabilities tend to be subjugated to social roles which make them feel invisible and misunderstood. This study examines the digital stories of self‐advocates with intellectual disabilities and explores their experiences of becoming leaders. The digital stories of self‐advocates show how people made themselves visible and heard to others through their individual questioning, forming important alliances and collective achievements. Their stories, articulated through the digital platform, were analysed using constructivist grounded theory. These digital stories demonstrated how individual self‐advocates overcame adversity and found ways to have their voices heard and personal problems addressed. Each self‐advocate possessed the insight to question unfair treatment and discrimination, and in turn was strengthened in their efforts to make change by becoming involved in a self‐advocacy group. Self‐advocacy can nurture both individual leadership capacities in people with intellectual disabilities and facilitate a safe space for people to come together, support one another and make positive change. Digital stories can illustrate how people with intellectual disabilities become self‐advocates. The use of this technology has the potential to strengthen advocacy efforts.

BackgroundA policy commitment to social inclusion has brought about some positive changes in the lives of people with intellectual disabilities; yet many also continue to experience social isolation, poverty and abuse. The authors introduce a framework for belonging from the literature and then present a study exploring the views of people with intellectual disabilities about belonging. These are discussed in relation to the framework identified from the literature.MethodThree focus groups with 24 participants with intellectual disabilities were conducted in New South Wales and Victoria (Australia). The authors used inductive content analysis to identify four meanings of belonging: (i) belonging in relation to place, (ii) as being part of a community, (iii) as having relationships and (iv) as identity. Also discussed are commonly experienced barriers to belonging identified by participants.ConclusionsImplications for policy, service provision and practice are discussed.

BackgroundThe study asks when does inclusive research add value? The authors argue that this is important, given the additional time and cost of co‐researching with people with intellectual disabilities. The study is situated in debates about a "second generation" of inclusive research which advocates focussing more on outcomes than process. The authors argue that this is premature, rather the authors propose that inclusive research is valuable when it helps to recognize, foster, and above all communicate the contributions people with intellectual disabilities can make.MethodThe authors conducted a literature review of 52 peer‐reviewed journal articles about inclusive research and analysed them..ResultsThe authors conclude that inclusive research adds value when there is a distinctive contribution which only co‐researchers with intellectual disabilities can make, when it highlights the contributions people with intellectual disabilities make, and when it contributes to better lives for the wider population of people with intellectual disabilities.ConclusionsThe authors propose a revised definition of inclusive research to replace that published by Walmsley and Johnson in 2003.

AbstractBackgroundSelf‐determination is associated with lifelong positive outcomes. Students with intellectual disabilities typically have lower self‐determination than their peers. Universal basic education access offers schools the opportunity to rectify this disparity. This is the first systematic review investigating the school‐based practices that target self‐determination development for students with intellectual disabilities.MethodThe review follows the PRISMA guidelines, spanning five databases (ProQuest databases, EMBASE, Scopus, Sage Journals, Taylor and Francis Online) from 2006 to 2021.ResultsAcross the 18 studies, the most used practice is the SDLMI. Research focuses on United States‐based transition‐aged students with mild to moderate intellectual disabilities. Social validity tends to be assessed in summative and informal ways. Students are not generally involved in decision‐making about practices and individualisation of support.ConclusionsSelf‐determination development for this population can begin before puberty. Future research should critically investigate social validity and holistic integration of student self‐determination learning opportunities throughout the pedagogical cycle.

AbstractBackgroundIn disability studies belonging is emerging as a promising area of study. Inclusive research, based as it is on lived experience perspectives, is likely to provide salient insights into belonging in the lives of people with intellectual disabilities.MethodA systematic review utilising four databases and five leading journals in the field of intellectual disabilities was used. Content analysis and a deductive synthesis of the extracted data was undertaken.ResultsA high level of confluence was found between the findings of the included studies and key themes of belonging identified in the wider literature. Beyond this, studies utilising inclusive research approaches have contributed novel findings about belonging in the lives of people with intellectual disabilities.ConclusionsInclusive research approaches to belonging may provide innovative and responsive frameworks to support people to develop a sense of being connected and "at home" in themselves and in their communities.

This study details an action research project completed by an Information and Communications Technology Integration Coordinator and a team of five teachers, supported by the university partners as consultants. The project focused on the process and outcomes of the introduction of iPad technology to support students with developmental disabilities at a private high school in Sydney. The data were analyzed using the inductive content analysis approach. This paper describes the experience, including teacher and student perceptions of iPad implementation. Recommendations for implementation and further study are also discussed.