The research demonstrated how poorly integrated people with intellectual disabilities are within mainstream society. Desired characteristics and expectations for participant's relationships were rooted in a shared history and culture, which was shaped by their intellectual disability and support needs.

Accessible Summary Support staff play an important role in helping people with learning disabilities to meet a partner and have a relationship. Not getting good support can make it difficult for people to have a relationship. Many support staff want to help people to have a relationship, but are worried about people being abused. This is especially true for those who do not have a lot of staff support. Support staff do not always get good support themselves to help people with learning disabilities to have relationships, such as training and a policy to follow. This makes it hard for them to know what they are allowed to help with. Abstract BackgroundPeople with intellectual and developmental disabilities face challenges in developing and maintaining intimate relationships, frequently requiring support from staff. MethodFocus groups were conducted with 26 social care staff members to explore the support they provided to people with intellectual and developmental disabilities to find a potential partner and/or develop an existing relationship. ResultsStaff reported that many people with intellectual and developmental disabilities wanted to be in a relationship and that they did what they could to facilitate this, sometimes providing substantial support. Some staff had to address complex issues relating to sexuality, often with no training and with a lack of clear organisational policies. ConclusionThe need for external inspection and regulatory bodies to prioritise relationship support is emphasised.

Accessible summary• Much research has taken place to understand love and what it means.• People with learning disabilities can have difficulties finding love for many reasons.• People with learning disabilities were interviewed, and they said that having a partner who loved them and who provided company and support was very important to them.• People enjoyed a physical relationship; this could be kissing, cuddling or having sex.• People who had been abused in some way said it felt good to have a partner who loves and supports them.• Good support from staff was important to help people to find love. A drawing was made to explain to staff how they can support people with relationships. AbstractBackground: Love is important aspect of life, including to people with learning disabilities both historically and more recently. Participants value the companionship, support and social status associated with a partner. Relationships are considered mechanisms to meet certain needs including feeling loved, company, intimacy and enabling individuals to marry and have children. This article examines the importance of romantic love to people with learning disabilities.Methods: A hermeneutic phenomenological study, guided by the theory of Van Manen was conducted using interviews with eleven people with learning disabilities examining the importance of romantic love.Results: The analysis revealed that love was important to them, specifically the companionship and support a loving partner provided. The physical expression of love by a partner was valued highly, especially kissing and cuddling. Most participants had experienced some form of abuse, but it appeared that the love of a partner was reparative and they were able to form satisfying relationships. Conclusion: Participants' narratives highlighted the role staff play in supporting them to fulfill their romantic needs. The romantic relationship needs of people with learning disabilities were examined in relation to Maslow's hierarchy of needs. The hierarchy was revised to reflect the value of having a lovingThe Official Journal of the British Institute of Learning Disabilities relationship to people with learning disabilities and to identify the support they required to facilitate and maintain this.

People with intellectual and developmental disabilities often need support to develop and maintain intimate relationships; however, little is known regarding the role of family carers in this area. Focus groups were conducted with 19 family members to explore the support they provide to people with intellectual and developmental disabilities to find a potential partner and any support they may have to provide to support/develop an existing relationship. Family members provided similar support in this area as support staff, including both practical and emotional support. More needs to be done to support the family members providing this support, such as access to specialist resources and advice, as well as facilitated opportunities to discuss concerns.

Whilst the philosophical arguments around "specialist" care persist, this service fills a gap in intellectual disability care provision.