This study examines perceptions and understandings of self-determination in the context of relationships between people with intellectual disabilities and social care professionals. We held focus group discussions to explore the views and experiences of 10 residents and 10 professionals at three facilities for people with intellectual disabilities…

Background: This article explores the social life within and outside the university of 17 young Spanish people with intellectual disabilities studying in a postsecondary education programme. This programme offers training for inclusion in the labour market. Students obtain a certificate, which is not an official university degree. Methods:…

Background: Many people view people with intellectual disability primarily as needing help. That perspective limits relationships and can promote discrimination. We sought to better understand social relationships among young adults with intellectual disability. Method: Seven postsecondary students with intellectual disability participated in a…

Background: Social and communication impairments are a core diagnostic feature of autism spectrum disorder (ASD) and can act as a barrier to developing relationships. The National Institute for Health and Care Excellence (2016) guidelines recommend group social skills interventions as the first-line treatment to help adults with ASD improve their…

Despite the pervasive use of wireless technology in today's society, people with intellectual and developmental disabilities (IDD) have limited access to technology. Technology is underutilized by this population for a variety of reasons including cost-related barriers and cognitive inaccessibility of devices and software applications. The lack of…

For people with severe or profound intellectual disability (ID), support staff are important interaction partners. The quality of their interactions, a multidimensional construct, is well documented, but the staff perspective remains underexposed. This study aims to capture the behaviors, thoughts, and emotions of staff when interacting with their…

Background: People with intellectual and developmental disabilities face challenges in developing and maintaining intimate relationships, frequently requiring support from staff. Method: Focus groups were conducted with 26 social care staff members to explore the support they provided to people with intellectual and developmental disabilities to…

Pupils with Intellectual Disability (PwID) experience difficulties with acquisition of social skills. They find it difficult to initiate and maintain positive social relationships. Previous studies focused on enhancing academic skills of PwID with little emphasis on fostering functional skills. Therefore, this study determined the effects of…

As more students with an intellectual disability are attending postsecondary programs at colleges and universities, these students are presented with new opportunities for socialization (e.g., conversing with peers and faculty across campus environments, joining organizations of interest, and participating in campus events). The generalization of…

Including students with autism spectrum disorder (ASD) well in high school general education classrooms requires intentional and individualized support. We examined the efficacy and social validity of peer support arrangements for enhancing the social and academic outcomes of three students with ASD, two of whom also had an intellectual disability…

Background: Social inclusion is regarded as an important determinant of health, particularly for young adults with intellectual disabilities. However, only a limited number of reviews report on the findings of original empirical studies on social inclusion of young adults with intellectual disabilities. This review provides a succinct synopsis of…

The purpose of this study was to examine potential differences in social learning between individuals with fragile X syndrome (FXS), the leading known inherited cause of intellectual disability, and individuals with non-syndromic autism spectrum disorder (ASD). Thirty school-aged males with FXS and 26 age and symptom-matched males with…

Although postsecondary education (PSE) programs for students with intellectual disability (ID) have grown in recent years, there is little information about the social status of these students on an inclusive college campus. Because many college students without disability play a significant and enduring role in the functioning of PSE programs for…

Background: Teenage youth with co-morbid intellectual disability (ID) and autism spectrum disorder (ASD) could be at higher risk for behavioral and social difficulties than youth with ID only. Methods: Youth aged 13 years were diagnosed with ID (n = 37), ID/ASD (n = 26), or typical development (TD, n = 98). Mothers and teachers completed measures…

Background: Little is known about sport participation in youth with Autism Spectrum Disorder (ASD). The current study examined sport characteristics (frequency, diversity, positive social experiences [PSE]) for youth with ASD and intellectual disability compared to youth with intellectual disability alone and explored the personal and contextual…