Whose voice is it anyway? Adults with intellectual disabilities and future planning: A scoping review of qualitative studies.

Background: Future planning is a way of supporting people with intellectual disabilities and their families to think about their support needs as both groups age. Adults with intellectual disabilities, family members, and service providers are often involved in planning processes. However, it is unclear whose perspectives dominate in the literature and how these might vary.

Education and healthcare services for children and young people with intellectual disability in Vietnam: an ecological systems analysis.

Purpose: This paper examines the current state of services and support for children and young people with intellectual disability in Vietnam through the perspectives and experiences of parents and professionals in the education and health systems.

Materials And Methods: We undertook 24 semi-structured interviews with parents and professionals from two Vietnamese central provinces to ask about their experiences and support needs. We draw on the networked model of ecological systems to identify contextual factors in the micro-, meso-, exo- and macro-systems.

Where to next? Experiences of adults with intellectual disability after they complete a university program.

Background: Adults with intellectual disability who attended higher education programs have reported increasing self-determination, developing social skills and forming relationships. However, there is limited evidence about what adults with intellectual disability do after they complete such programs. This study investigated the experiences of adults with intellectual disability after they completed an inclusive higher education university program in Australia.

A trial of online ABRACADABRA literacy instruction with supplementary parent-led shared book reading for children with autism.

Background/aims: The COVID-19 pandemic has highlighted the need for accessible support for children with developmental disabilities. This study explored online literacy instruction with supplementary parent-led shared book reading (SBR) for children with autism.

Methods: Twenty-one children with autism (5-12 years) completed a battery of assessments (T1) before being assigned to ability matched Instruction (n = 10) and Control groups (n = 11).

Lessons learnt from transitioning to online mentoring and learning at university during COVID-19 for adults with intellectual disability.

Background: COVID-19 influenced education delivery worldwide. The Up the Hill Project (UTHP), a university mentoring program in Australia for people with intellectual disability, transitioned from a face-to-face to online format during 2020.

Results: The experience of transitioning online for one semester (12-week period) had positives and challenges associated with it.