Background This paper examines the appropriateness of using interpretative phenomenological analysis (IPA) in research with people who have intellectual disabilities, focussing on quality. Methods We conducted a systematic search to identify published studies. We assessed the quality of the studies using a bespoke framework, adapted from previous reviews, and articles on indicators of “good” IPA work. Results Twenty‐eight papers were reviewed. The studies were of varying quality: 6 (22%) papers were rated as “good” quality; 16 (57%) were “acceptable”, and 6 (21%) were “poor.” This ratio was comparable to that found in assessments of IPA papers in other domains, suggesting that issues of quality reflect researcher competence, rather than challenges with the population. Conclusions IPA can be an appropriate methodology to use with people with intellectual disabilities. We encourage researchers to develop more detailed analyses, to provide more transparency about their sampling strategies, and more detail of the characteristics of their samples.

Abstract-In this paper, the authors present the concept of a system for Distance Object Learning and Evaluation (DOLE), which can be used during the teaching-learning process as a virtual learning environment. The term Distance Object Learning is used here for learning over a computer network or the Internet about real world entities that are distinguishable from others. The DOLE system concept uses standards for Learning Object Metadata (LOM) at different levels of abstraction. The objective of the resulting system is not only the correct and retrievable description of the course material covered by the LOM but also the further use of parts of the LOM data set for the generation of learning materials and students' learning development assessment, which can be represented by quizzes and tests. The Distance Object Learning and Evaluation system concept outlined in this paper is based in part on an earlier version of an E-learning Assessment System for Young learners (EASY). DOLE extends the concept of EASY by a learning component and by posing system generated questions with the help of a forward-chaining inference engine to find out about a specific item (object) of the domain of instruction. As the questioning process is bidirectional ("open" questions can be asked by the system as well as by the learner), DOLE is more targeted at advanced and adult learners than at young learners. The ultimate goal is to use the DOLE system concept as a part of a virtual college or university.Index Terms-Distance learning, e-assessment, young learner, rule-based system.

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