ABSTRACT Background A new Mental Health Act for England and Wales, which amends the Mental Health Act (1983), has been given royal assent by the UK parliament (Mental Health Act 2025). The Act introduces Advance Choice Documents so that those at risk of admission can set out their wishes and preferences in advance. However, the person must have the capacity or competence to make the statement. This poses a challenge to the rights of some people who have intellectual disability who may not have the capacity or competence to do so. This then contradicts the aims of the Act, which are to reduce health inequalities and increase patient autonomy. Method This study explored the feasibility of completing Advance Choice Documents with a cohort of 20 adults with intellectual disability who have been detained under the Mental Health Act and admitted to an assessment and treatment unit. Data were extracted from the patient record system, and the communication skills of each participant were assessed. The study also looked at the pre‐admission trigger points for the completion of an Advance Choice Document. Findings The study found that few could complete such a document, and for many, there was little time prior to admission to complete the document. It is recommended that, to ensure inclusion of people who have intellectual disability, new guidance on participation provided in the Act be followed, and this be emphasised in the new Code of Practice.

ABSTRACT Background Previous research has investigated the factors that promote or reduce accessibility for people with learning disabilities. However, the role of people in facilitating accessible spaces, experiences and services and the characteristics on individuals that make them ‘accessible’ has been under‐considered. Methods The present study reports on the findings from a participatory action doctoral research project. Seven people with learning disabilities were recruited and trained as co‐researchers on the project. Co‐researchers investigated the concept of ‘Accessible People’ via group discussion, drawings and poetry. Findings People were considered to positively or negatively influence accessibility in a range of contexts. Thematic analyses revealed 10 characteristics of Accessible People. Characteristics included interpersonal qualities (such as being open‐minded, friendly and welcoming and helpful and supportive) and competency‐based qualities (including knowledge of learning disabilities and being easy to communicate with). Conclusions Accessible people were reported to play a crucial role in supporting the accessibility of spaces, activities and experiences. Embodiment of the characteristics of accessible people may enhance accessibility for people with learning disabilities in a variety of contexts.

ABSTRACT Background People with learning disabilities often rely on support workers in order to take part in arts activities. Yet people with learning disabilities' arts participation remains low, and we know little about how support workers facilitate this. This study, therefore, examines support workers' perspectives on arts participation in the context of their practice. Methods Semi‐structured interviews were conducted with six support workers from a Belgian day centre and analysed using reflexive thematic analysis. Findings Support workers primarily view arts participation in terms of creative and cultural activities for people with learning disabilities. They distinguish these activities from what they refer to as ‘real’ art, which they associate with arts institutions (such as art museums or theatre venues). Such institutional or ‘high’ arts are largely absent from their practice, a gap they attribute to a perceived lack of interest or ability from people they support, as well as to structural accessibility barriers. Conclusions The study highlights that support workers' concept of ‘real’ art aligns with a view of art that is, at its core, inaccessible. Transforming arts institutions to better accommodate people with learning disabilities and their support workers can expand the forms of arts participation currently available to them, particularly in the realm of high arts. Integrating art education into the training of support workers can further enhance this access.

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 Within both the mainstream and the intellectual disability sectors, there is a current focus on the predicted impacts of an ‘ageing’ population, and how to best respond to emerging support issues. However, one of the fundamental questions pivotal to determining when interventions should begin remains unanswered; when does ‘ageing’ commence for people with intellectual disabilities? Aim This commentary aims to stimulate discussion around the definition of ageing by proposing a different way to conceptualise a commencement point. Working retrospectively from a given cohort's life expectancy figure, the commencement of ageing is argued to be the point from which age‐related health comorbidities significantly impact that population. Conclusions It is not suggested that this approach is the answer to defining the commencement of ageing; instead, it is proposed as a different way to conceptualise ageing for people with intellectual disabilities to facilitate meaningful comparisons with mainstream peer cohorts.

ABSTRACT Background Previous research has investigated how staff from National Health Service Substance Use Disorder (SUD) services feel about supporting people with intellectual disabilities but has not explored the third (voluntary) sector, usually the main support provider in Scotland for nondependent SUD. Methods A questionnaire sent to third sector alcohol support agencies explored: awareness of the needs of people with intellectual disabilities, awareness of other services who can support when working with this group, whether training/adaptations were made to improve accessibility and whether staff hold people with intellectual disabilities in the same regard as people without. Results Nineteen participants responded. Most knew what intellectual disabilities were and had supported people with intellectual disabilities. However, other findings suggested the need for more training/input with only 16% having been trained about intellectual disabilities by their organisation, a lack of awareness of potential support from intellectual disabilities services and limited knowledge about tailoring approaches to these people. Only 47% felt their services could adequately support this group. There was not strong evidence of a difference in regard towards people with an alcohol problem with intellectual disabilities compared with those without. Conclusions Improved joint working is needed between intellectual disability and alcohol services to support this group.

ABSTRACTBackgroundUnder the Convention on the Rights of Persons with Disabilities, disabled people have the right to participate in all decisions that affect their lives, be they in any segment of legislation, policy or practice. The academic world is no exception.MethodsThe authors are members of an inclusive academic team, including a colleague with intellectual disabilities. In this paper, we describe how our team works together and how we adapt our participatory teaching method to other helping professions.FindingsIn addition to the use of participatory teaching in special needs education training, it is possible to adapt the method in the training of mainstream teachers and pastoral students.ConclusionsThe ‘We teach together! Participatory higher education method’ is a way to make the training in helping professions more inclusive. This should, in time, create more inclusive spaces where professionals and people with intellectual disabilities co‐exist.

ABSTRACT Background In the United Kingdom, approximately 25% of adults with learning disabilities live in supported accommodation. Operational models rarely consider how people with learning disabilities want to experience the flow and rhythm of everyday life. The study explored adults with learning disabilities' perspectives of activity participation in supported settings. Method Participants were 19 adults with a learning disability who shared their views via one‐to‐one interviews and focus groups. Questions used for both the interviews and the focus groups were co‐produced with experts by experience. Data were analysed using a rapid analysis involving researchers and experts by experience. Findings Adults living in supported accommodation said they liked to participate in many activities, especially outside the home, and enjoyed being busy. They identified that their experience and choice could be affected by service limitations, mainly due to a lack of staff support, which in turn was linked to limitations in local authority funding and staff shift patterns. Conclusions Operational models for supported accommodation settings should prioritise supporting people to participate in a wealth of activities and to experience a ‘busy’ life, within their communities, moving beyond community presence. Such models would enable a better quality of life through greater self‐determination.

ABSTRACTBackgroundThis study, conducted jointly by the City University of New York, Kingsborough Community College (KCC) in the United States and Salzburg University of Education (PHS) in Austria, investigated the impact of inclusive practices from different perspectives. It aimed to understand the contributions and challenges of two inclusive courses (an equivalent to a module) for students with intellectual disabilities.MethodsQualitative and quantitative research and data collection involved two students with intellectual disabilities who were also participatory researchers (PRs). Additionally, insights from 37 student teachers taking the education courses for credit towards their degree were gathered. The instructors teaching at KCC and PHS were the lead researchers and taught, respectively, a music and movement education workshop at KCC and a ‘Citizenship Studies’ course at PHS. The PRs attended and fully participated in these courses at the same time as the student teachers without being graded. They were working towards a bespoke certification rather than obtaining credit toward a degree. The PRs were each supported by a mentor: the KCC PR was mentored by an alumnus of CCC, while the PHS PR was supported by a student at PHS.FindingsThe findings highlight diverse perspectives, demonstrating how inclusive education fosters understanding and awareness. Questionnaire results, provided insights, a snapshot into the learning environments, revealing the impact of interactions among students. The study identifies challenges, benefits and opportunities for promoting inclusive practices.ConclusionsThe study demonstrates the transformative potential of inclusive education. It emphasises the positive impact of including students with intellectual disabilities. The findings underscore the importance of mutual learning and the enhancement of inclusive practices.