OOIR: Observatory of International Research

Papers

(The TQCC of British Journal of Learning Disabilities is 2. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-03-01 to 2024-03-01.)

Article	Citations
Developing a training course to teach research skills to people with learning disabilities: “It gives us a voice. We CAN be researchers!”	15
Internet safety, online radicalisation and young people with learning disabilities	13
The impact of COVID‐19 restrictions in the United Kingdom on the positive behavioural support of people with an intellectual disability	12
Can we publish inclusive research inclusively? Researchers with intellectual disabilities interview authors of inclusive studies	12
Having a son or daughter with an intellectual disability transition to adulthood: A parental perspective	11
Concerns regarding the use of the vulnerability concept in research on people with intellectual disability	10
Lived experience and the social model of disability: conflicted and inter‐dependent ambitions for employment of people with a learning disability and their family carers	10
The importance of social relationships and loneliness: An inclusive research project in Spain	9
Inclusive approaches to developing content valid patient‐reported outcome measure response scales for youth with intellectual/developmental disabilities	9
Co‐designing the Cabriotraining: A training for transdisciplinary teams	9
‘'Ethno…graphy?!? I can't even say it”: Co‐designing training for ethnographic research for people with learning disabilities and carers	9
It's not all doom and gloom: What the pandemic has taught us about digitally inclusive practices that support people with learning disabilities to access and use technologies	8
Transition stories: Voices of school leavers with intellectual disabilities	8
Effects of music, dance and drama therapies for people with an intellectual disability: A scoping review	7
Transitioning to adulthood from residential childcare during COVID‐19: Experiences of young people with intellectual disabilities and/or autism spectrum disorder in South Africa	7
‘Now that I am connected this isn't social isolation, this is engaging with people’: Staying connected during the COVID‐19 pandemic	7
“I would be lost without it but it's not the same” experiences of adults with intellectual disabilities of using information & communication technology during the COVID‐19 global pandemic	6
‘It will open your world up’: The role of mobile technology in promoting social inclusion among adults with intellectual disabilities	6
Experiencing motherhood and fatherhood with learning difficulties in Austria: The need for self‐determined support	6
Talking with parents of children with learning disabilities: Parents’ ideas about the Circle of Security parenting programme	6
Transition to independent living: Signs of self‐determination in the discussions of Mexican students with intellectual disability	6
A systematic review of the knowledge, attitudes and perceptions of health and social care professionals towards people with learning disabilities and mental health problems	6
Staff mental health while providing care to people with intellectual disability during the COVID‐19 pandemic	6
The role of music within the home‐lives of young people with profound and multiple learning disabilities: Parental perspectives	6
Long‐COVID in people with intellectual disabilities: A call for research of a neglected area	6

Introducing positive behaviour support (PBS) into disability services for successful adoption: A synthesised systematic review	6
A multiple methods evaluation of a cognitive behavioural therapy group for people with learning disabilities and anxiety	5
Relationships matter! — Utilising ethics of care to understand transitions in the lives of adults with severe intellectual disabilities	5
Adapting photovoice to explore identity expression amongst people with intellectual disabilities who have limited or no verbal communication	5
A response to Bates, C et al (2020) “Always trying to walk a bit of a tightrope”: The role of social care staff in supporting adults with intellectual and developmental disabilities to develop and mai	5
‘Internet is easy if you know how to use it’: Doing online research with people with learning disabilities during the COVID‐19 pandemic	5
Lost voices part 1: A narrative case study of two young men with learning disabilities disclosing experiences of sexual, emotional and physical abuse	5
“Someone will come in and say I'm doing it wrong.” The perspectives of fathers with learning disabilities in England	5
“Mindfulness Matters”: A pilot study of a Mindfulness‐Based Stress Reduction group for adults with intellectual disabilities	5
Feasibility of a peer mentoring programme for young adults with intellectual and developmental disabilities and co‐occurring mental health conditions	5
“We live in the moment”—Experiences of people with Intellectual Disabilities and Clinicians of Computer‐Assisted Mindfulness and Relaxation	4
Confident championing: A grounded theory of parental adjustment following a child’s diagnosis of developmental disability	4
Dismantling barriers to digital inclusion: An online learning model for young people with intellectual disabilities	4
Involving people with intellectual disability in setting priorities for building community inclusion at a local government level	4
A group intervention incorporating mindfulness‐informed techniques and relaxation strategies for individuals with learning disabilities	4
Digital participation of people with profound and multiple learning disabilities during the Covid‐19 pandemic in the UK	4
Connecting locally: The role of adult siblings in supporting the social inclusion in neighbourhoods of adults with intellectual disability	4
“Getting by”: People with learning disability and the financial responsibility of independent living	4
Researching belonging with people with learning disabilities: Self‐building active community lives in the context of personalisation	4
Decommissioning normal: COVID‐19 as a disruptor of school norms for young people with learning disabilities	4
Person‐centred respite supports: The perspectives of adults with intellectual disabilities in Ireland	4
Disclosure and plan of care at end of life: Perspectives of people with intellectual disabilities and families in Ireland	4
Voices from parents on the sexuality of their child with intellectual disabilities: A socioemotional perspective in a Chinese context	3
In the physical to digital transition with friends—A story of performing inclusive research together no matter what life throws at you	3
“Everyone has a story to tell”: A review of life stories in learning disability research and practice	3
Transitions from school to sheltered employment in Norway – Experiences of people with intellectual disabilities	3
An exploration of the Personal Relationship Advisory Group in a community learning disability service: A service development project	3
Towards An Ordinary Life: Insights from a British story of social transformation, 1980–2001	3
Growing older with lifelong disability: What is “quality of life” in the middle years?	3
Characteristics of mobile phone use in adolescents identified with mild intellectual disability who attend special schools in Serbia and their non‐disabled peers in mainstream schools	3
Fathers' experiences as carers for autistic children with learning disabilities	3
‘Just knowing’ and the challenges of giving medicines to children with severe and profound intellectual disabilities: A hermeneutic inquiry	3
Barriers and enablers to optimal diabetes care for adults with learning disabilities: A systematic review	3
Transitions in lives of people with intellectual disability	3
Sound and Vision: Reflections on running a community‐based group for men with learning disabilities online, during the pandemic	3
“Them two are around when I need their help” The importance of good relationships in supporting people with learning disabilities to be “in a good space”	3
Online activities for individuals with intellectual disabilities at a day centre in the wake of COVID‐19	2
Understanding the views of children with profound and multiple learning difficulties for person‐centred planning	2
Family carers managing personal budgets for adults with learning disabilities or autism	2
Relationship between physical activity and health in individuals with intellectual disability	2
Current and future living arrangements: The perspective of young adults with intellectual disabilities	2
Not a journal about people with learning disabilities without people with learning disabilities	2
Levels of self‐determination in the ageing population with intellectual disabilities	2
Use of technology by older adults with an intellectual disability in Ireland to support health, well‐being and social inclusion during the COVID‐19 pandemic	2
Amplifying children's voices within photovoice: Emerging inclusive education practices in Indonesia	2
Experiences of mothers of children with profound intellectual and multiple disabilities in the Czech Republic	2
50 Years of speaking up in England—Towards an important history	2
Developing visual tangible artefacts as an inclusive method for exploring digital activities with young people with learning disabilities	2
Digital technology design activities—A means for promoting the digital inclusion of young adults with intellectual disabilities	2
Being part of history, being part of activism: Exploring the lives and experiences of Black people with learning disabilities	2

Importance of sex education for a successful transition to life after school: Experiences of high school girls with intellectual disability	2
“It’s not the same without you:” Exploring the experience and perception of transition for people with intellectual disabilities and dementia	2
Don’t Mention the Diet! A health promotion initiative to support healthy diet and lifestyle decision‐making by people with intellectual disability	2
In response to “‘Ethno…graphy?!? I can't even say it’: Co‐designing training for ethnographic research for people with learning disabilities and carers”	2