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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 participation in social and economic activities. Methods: Qualitative interviews were undertaken with purposively sampled immigrant parents of adolescents and young adults with intellectual disabilities transitioning into adulthood. The study used inductive thematic analysis to identify common themes across the data set. Findings: The birth of their disabled child marked a new beginning in a family's life, characterised first by shock and later by acceptance. Informants experienced challenges associated with language and information access, reduced service, social isolation, skewed gender roles and worrying about their children's future. Conclusions: The intersection between migration and disability can aggravate the care burden. Knowledge about parents' experiences is crucial for designing rehabilitation programmes, promoting wellbeing and bridging gaps between services recommended by service providers and the actual needs of the family and child. Accessible summary: This paper is about the stories of three immigrant parents raising children with intellectual disabilities in Norway.Moving to a new country and having a disability can increase the risk of vulnerability.The parents in the study faced challenges accessing services and being isolated.Knowing about their experiences is important for making services better.Transition to adulthood is an important milestone in an individual's life. [ABSTRACT FROM AUTHOR]

Accessible summary: This paper focuses on the transition stories of young people with intellectual disabilities.People with intellectual disabilities have the lowest participation rates in further education training and employment.A model of supported transition places the young person at the centre of the process.Young people with intellectual disabilities have the same dreams and aspirations for their lives as everybody else.This paper found that the model of supported transition aligns with proposed national polices in the Republic of Ireland. Background: The principal destinations for school leavers with intellectual disabilities from special schools in Ireland are further education (FE) through providers such as the National Learning Network or training and employment (TE) within adult day services and rehabilitation centres. In 2015, a number of inherent barriers to participation in FE/TE for young people with intellectual disabilities were identified. These were found to be linked to attitudes, stigma and low expectations of their capabilities. This resulted in the development of a supported transition model WALK PEER (Providing Equal Employment Routes). Methods: This study explored the experiences of school leavers with intellectual disabilities who were engaging with the WALK PEER model. Data were collected from a purposive sample of 31 students with intellectual disabilities from two special schools: Group 1 (Pre‐transition) students in the penultimate year of formal education, Group 2 (Transitioning) students in the final year of formal education and Group 3 (Post‐transition) had left school two years previously. Findings: Engaging in the supported transition programme provided young people with access to information, options, confidence and some of the hard and soft skills required for successful transition into education and employment contexts. Conclusions: The findings demonstrate a strong correlation between support programmes, transition planning and positive transitions, which is critical if young people with intellectual disabilities are to realise their goals. The research proposes a new model of "Supported Transition" that has clear implications for the development of a national transition policy as directed by the Comprehensive Employment Strategy. [ABSTRACT FROM AUTHOR]

Accessible Summary: Sometimes people find it hard to notice what is going on in their mind, body and feelings. Mindfulness can help us with this. Some studies show that mindfulness might help people with intellectual disabilities.We asked people to play a mindfulness computer game to see whether it helped them to notice their mind, bodies and feelings more easily. People who work with people with intellectual disabilities helped to play the game too.We asked people what they thought about the game.People seem to enjoy playing the game and said it helped them be more mindful.We think that learning mindfulness in a computer game might be helpful for people with intellectual disabilities. Background: This paper evaluates the user experience of a newly developed mindfulness and relaxation game designed to teach mindfulness skills to people with intellectual disabilities. Computer‐assisted mindfulness programs have gained considerable attention among researchers in both adult and child populations. However, less is known about the experiences of people with intellectual disabilities who engage in computerised mindfulness programs. The present study aimed to explore the experiences of adults with intellectual disabilities and clinicians in using a computerised mindfulness and relaxation game. Method: Twelve adults (with a mild or moderate intellectual disability) and sixteen clinicians were individually interviewed. Thematic analysis was used to analyse and generate themes within the data. Findings: Three main themes with a number of subthemes were generated for people with intellectual disabilities including the following: (1) The Process of Mindful Island; (2) Fostering Relationships Through the Computer; and (3) The Impact of the Game. Three themes from clinician interviews were also generated including the following: (1) A Good Concept but More to Do; (2) Uncertainties Around Players' Understanding of Mindfulness; and (3) The Computer as a Tool to Build Relationships. The findings indicated that participants found the game an enjoyable experience and saw a number of benefits to engaging in it including perceived improved confidence and perceived reduction of worries. Conclusions: Mindfulness can be adapted to computer‐assisted technology for use among people with intellectual disabilities and may foster a number of benefits. [ABSTRACT FROM AUTHOR]

Accessible summary: I asked mothers to speak to me about their experience of giving medicines to their child with severe and profound intellectual disabilities.Mothers told me their instincts often tell them how their child is and they also talked about the challenges in giving medicines every day.The findings from this study show how important it is that professionals understand how difficult it can be.It is essential that we support mothers to "give medicines." Background: Children with severe and profound intellectual disabilities experience multiple chronic health conditions requiring a variety of medications. The aim of this study was to explore mothers' lived experience of giving medicines to children with severe and profound intellectual disabilities. Materials and Methods: A hermeneutic phenomenological approach was adopted with a purposeful sample of 15 mothers adopted. Face‐to‐face interviews and participant diaries were utilised for data collection. Results: Themes were identified with one being that of "lived body" exploring how mothers "just know" or use their instincts and also the challenges they encountered in daily life when giving medicines. Conclusions: This paper provides insight into the complexity of giving medicines to children with severe and profound intellectual disabilities and the level of support required by mothers. [ABSTRACT FROM AUTHOR]

The study examined the effects of transition employment support to two cohorts of young people who were in their last year in school or college in 2005/2006 and 2006/ 2007. This paper reports the views of carers, teachers and support workers of the impact this additional support made to the young people. Analysis of the data reveals a difference between the views of carers and those of professionals. The paper argues that these differences may reflect different understandings of the aim and purpose of transition support and which may make it difficult to achieve a smooth transition for all stakeholders when not taken into account. This may have implications for how to structure and deliver transition support, some of which are being outlined in the discussion. [ABSTRACT FROM AUTHOR]

This paper deals with the initial steps of the judicial process for persons with intellectual disabilities who are suspected of a minor offense; a stage where plaintiffs, police officers, and crown attorneys make a series of decisions that will have a significant impact on the course of the judicial process. The objective of this study was twofold: (i) to document the criteria that influence dispositions by police officers and crown attorneys about persons with intellectual disabilities in the criminal justice system (CJS), (ii) to report suggested improvements to better support them throughout the judicial process. Fourteen semi-structured interviews were conducted with key informants from the CJS and from service and community organisations working in the field of intellectual disabilities. The results of this qualitative study indicate that decisions made and dispositions taken rely on a series of implicit criteria that influence the course of the subsequent judicial procedures against persons with an intellectual disability. Suggestions for improvement pertain to developing the screening of intellectual disability procedures, the provision of information to key actors about intellectual disabilities, a preference for the use of summons to appear over other types of procedures, and drafting memorandums of understanding between various organisations and police services regarding persons with intellectual disabilities. In conclusion, an emphasis must be put on screening and diversion procedures for persons with intellectual disabilities when appropriate. [ABSTRACT FROM AUTHOR]