The number of students with disabilities in Higher Education is increasing, but research shows that they continue to face significant challenges for equitable participation. This study aims to deepen our understanding of these challenges through the perceptions of students with disabilities themselves.

Adequate food is a fundamental human right and a prerequisite for a healthy life for all, including people with intellectual disabilities (Kolset et al. 2018; United Nations 2006). However, obesity and malnutrition are prevalent health challenges in this population for many reasons (Flygare Wallen et al. 2018; World Health Organization 2011).

People with intellectual disabilities having varying degrees of impaired intellectual and cognitive skills, which create challenges in many aspects of life and entail a greater reliance on staff for nutritional and dietary issues (World Health Organization 2011). Managers and staff working in municipal care homes for adults with intellectual disabilities significantly influence the residents' diets.

Few studies have explored community participation for autistic adults, with or without intellectual disability. This study aims to investigate how autistic adults participate in the community, and the childhood and adulthood factors that predict community participation in adulthood.

Parents of children with moderate to profound intellectual disabilities reported diminished quality of life for themselves and their families, experiencing increased physical and mental health issues associated with caregiving burdens. Future research is needed that determine what effective support systems and interventions are needed to alleviate parental caregiver burden.

Maternal intellectual disability co-occurs with established parenting risk factors in the general population. Social welfare programs must become disability-inclusive and population datasets should routinely include disability items. A knowledge gap remains in relation to fathers with intellectual disability.

The purpose of creating a special needs trust is to provide funds for your child while at the same time preserving your child’s ability to qualify for need-based governmental benefits, most commonly Social Security Disability Income (SSDI) or Medicaid. An individual does not need to be a minor to have a special needs trust, but there are special rules for additions to a trust for a beneficiary who is age 65 or older.

To meet the needs of students with disabilities—in particular their need to feel like they belong in the school community—McKinley has partnered with Inclusion Matters by Shane’s Inspiration, a nonprofit that aims to eliminate bias toward children with disabilities through play.

Language deprivation is usually the most deep-rooted issue that deaf pupils face when starting school. Giving deaf babies and toddlers access to rich, meaningful language at the earliest possible stage is absolutely vital - whether that's through signed language, spoken language, or a mix of both.