Twenty-seven Dutch adults (ages 20-39) with dyslexia participated in individual in-depth interviews about the way they coped with their life and their disability. The interviews were transcribed verbatim and qualitatively and quantitatively analyzed. Most participants felt a strong impact of the dyslexia on daily life and experienced many educational and career problems. School memories were mostly negative, but family relations were predominantly felt as positive and supportive. Parent-school cooperation was perceived as almost nonexistent. Many respondents reported social and emotional problems, but still perceived themselves as persevering and responsible. Parental support appeared to be a powerful predictor of adult adjustment and well-being. Those with positive elementary school experiences were more accepting of their disability. Some implications for parents and schools are discussed.

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Background Previous research indicates that there is a relationship between the auditory environment and the core affects (or mood) of people with severe or profound intellectual disability. We conducted a systematic study to further explore this relationship. Method Thirteen participants with severe or profound intellectual disability and challenging behaviour were presented with 5 different soundscapes (Beach, Forest, Urban, Music, and Silence) in a dedicated room. Direct support professionals made core affect observations before and after each trial. Results A trend was visible in the core affect observations, with a prominent and consistent increase in the frequency of observations of a Relaxed core affect across conditions. However, a greater increase in the frequency of observations of a Relaxed core affect and a greater decrease in the frequency of observations of an Interested core affect were associated with the natural conditions (Forest and Beach) rather than the non-natural conditions (Urban and Music). Conclusion This pilot study could serve an important role in raising awareness and stimulating further research regarding the auditory environments of people with severe or profound intellectual disability.

Sensory disabilities may limit a person's development of intersubjectivity, that is, the awareness of self and other, which develops in conjunction with interpersonal communication. This study used intersubjectivity theory to test a new intervention called the High-Quality Communication (HQC) intervention for its effects on a young adult with congenital deafblindness and a developmental age of between 1.5 and 4 years. Three of his social partners were trained to support attunement and meaning making with him through education and video feedback. This study measured seven observation categories at three layers of intersubjective development during a baseline and two intervention phases: dyadic interaction, shared emotion, referential communication, meaning negotiation, shared meaning, declarative communication, and shared past experience. The participant's use of conventional communication was included as an additional category. Effects were observed in all observation categories from the baseline to the intervention phases. Further study of the effectiveness of the HQC intervention is recommended to test whether effects generalize across people and settings.

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