Accessible Summary This study describes an Irish‐based study that examined how families of children with Down syndrome living in Ireland adapt to their child’s diagnosis. We found that good family communication and family hardiness have a positive affect on how families adapt. Families of children with Down syndrome have the potential to lead full and productive lives and positively adapt to their child’s diagnosis. Abstract BackgroundDown syndrome is a genetic condition that affects people of all races, nationalities and socioeconomic status. The incidence of Down syndrome in Ireland is estimated to be 1 in 546, with approximately 7,000 people with Down syndrome living in Ireland. While some families of individuals with Down syndrome may find it difficult to adapt, other families adapt successfully and some even thrive. The aim of this study, which is guided by the Resiliency Model of Stress, Adjustment and Adaptation was to examine linkages between family demands, family appraisal, family resources, family problem‐solving communication and family adaptation in families of individuals with Down syndrome living in Ireland. Methods Ninety‐five parents (79 mothers, 16 fathers) of children with Down syndrome aged between 1 and 30 years completed six self‐report measures designed to assess key dimensions of the Resiliency Model of Family Stress, Adjustment and Adaptation. Results This study found that families of children with Down syndrome can adapt and become resilient. Factors found to positively influence this process include family hardiness and affirming family communication. Factors that negatively influenced this process were incendiary family communication and view of the condition impact. Conclusion Families of children with Down syndrome have the potential to lead full and productive lives and positively adapt to their child’s diagnosis. Early recognition of the difficulties being experienced by families and the provision of interventions that target and foster positive resiliency traits such as affirmative communication and the development of overall family hardiness are key to adaptation.

Accessible summary• Support staff were asked what were the important things they did to support people with an intellectual disability and communication difficulties. • Support staff said that they understood that facilitating people to communicate effectively could improve the quality of life of these people. • However, support staff said they did not always have the training or resources to provide this support. • Support staff need to learn more about how to support people with an intellectual disability and ensure their right to communicate is upheld. SummaryThis study explores front-line staff knowledge and perceptions of how people with intellectual disability residing in residential services are supported to communicate effectively. Participants (n = 138) completed a self-report questionnaire adapted from an instrument developed by DeSimone & Cascella (2005) Journal of Developmental and Physical Disabilities, 17(1): 1. Support staff recognise that facilitating people with an intellectual disability to communicate is an important part of their role. Support staff indicate that when the importance of supporting communication is recognised and prioritised, it has a marked impact on the quality of life of people availing of residential services. However, front-line staff indicate that they do not always have the knowledge or resources to provide such supports. Lack of specialist support services such as speech and language therapists is identified as a constraint. It is suggested that an organization-wide commitment is required across front-line services to ensure that the right of people with an intellectual disability to communicate is upheld.

Accessible summary People with intellectual disability have a right to have a say in how they want to live Information about the importance of healthy eating and drinking can be difficult to understand People with intellectual disability co‐produced an educational module around healthy eating and drinking and were actively involved in deciding what they wanted to learn about and planning how they would like to learn This project helped people with intellectual disability to understand and make choices around their diet Abstract Background People with intellectual disability have a right to be involved in and make decisions that affect them. This paper presents a health promotion initiative that was co‐produced with people with intellectual disability called Don't Mention the Diet! Evidence suggests this group experience challenges related to health literacy. Further, health promotion materials can be inaccessible. This project demonstrates how active involvement of people with intellectual disability in the design and provision of appropriate educational supports can assist them to make informed decisions about their diets and lifestyle. Methods A collaborative patient and public involvement approach was adopted to ensure the development of a health promotion module that addressed the specific learning needs and knowledge gaps of students with intellectual disability in relation to diet and its impact on well‐being. An 8‐month module with a double‐helix structure intertwining educational and personal development elements was designed. Outcomes Students who completed the module enjoyed its person‐centred and interactive approach. Equipped with information about the benefits of diet, exercise and other health‐related behaviours, they were empowered to make informed decisions on whether or not to adopt a healthy lifestyle. Conclusions The education of students with intellectual disability was supported by tailoring the teaching methods to meet their learning abilities. Further, the inclusion of co‐designers with intellectual disability was key to ensuring the successful module design and delivery. Listening to the self‐identified health education needs and responding collaboratively resulted in an educational initiative that met student's needs.

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People with severe/profound intellectual disability experience challenges in communicating and require their communication partners to adapt to their means of communication. Augmentative and Alternative Communication (AAC) is recognised as a potential means to meet their communication needs. Interventions need to be aimed at both the individual and their communication partners. We conducted a mixed methods systematic review of the literature to synthesise evidence on communication partners experience of communicating with adults with severe/profound intellectual disability through AAC. Eight publications met the inclusion criteria, they underwent thematic synthesis where four themes emerged. A shared commitment to communication partnership is fundamental for the effective and efficient use of AAC. However, there was a disconnect between communication partners perceptions of their roles and responsibilities. This review prompts further research to explore communication partners perceptions of their roles and responsibilities in the use of AAC with people with severe/profound intellectual disabilities.