The self-determination of people with disabilities, and specifically people with intellectual disabilities (ID), is a growing issue due to its relevance in the field of inclusion and human rights. Although research has shown a significant relationship between self-determination and intelligence, other factors also contribute to its development. The purpose of this study was to understand what other variables may be influencing self-determination. Using the scores from 483 adolescents and adults with ID who completed the AUTODDIS scale, we performed inferential and regression analyses to determine the relationships between levels of self-determination, personal variables (sex, age, severity of ID), and contextual variables (living environment, specialized supports). We found that self-determination is affected by the severity of ID, and when this variable is controlled for, greater self-determination is mainly related to receiving occupational support and support for autonomy and independent living. Results also showed that, together with ID severity, occupational and psychoeducational support, as well as support for autonomy and independent living, were also predictors of the level of self-determination. In conclusion, this study confirms the importance of contextual variables in the development of self-determination in people with ID, placing the focus of intervention on social opportunities.

Background: Special attention is required when considering any educational intervention aimed at its promotion and development. Our objective is to conduct an umbrella review of systematic reviews that gather evidence from relationships and sex education programmes tailored for individuals with intellectual disabilities.Methods: The protocol was developed in accordance with the Preferred Reporting Items for Systematic Reviews and Meta‐analyses Protocol. Systematic reviews were identified through a search in Web of Science, SCOPUS and PsychINFO, using the descriptors: ‘intellectual disab*’ AND ‘sex*’AND ‘systematic’.Findings: The results of the nine reviews included in the meta‐review yield relevant outcomes related to 50 sex education interventions carried out with people with intellectual disabilities. This provided the opportunity to delve into the characteristics of these interventions to ascertain the accomplishments achieved to date.Conclusions: The findings serve as foundation to propose and promote new research on this important area of life, addressing the inequalities identified concerning the sexuality and affective‐sexual education of people with intellectual disabilities. It offers valuable information for the educational, social and healthcare fields, facilitating the design of more effective and rights‐respecting initiatives.

Personal development and inclusive education are fundamental rights. However, people with intellectual disability face significant barriers in accessing these rights. Empowering them is crucial to enable the exercise of their rights and achieve full social inclusion, which can be facilitated through tools that capture their experiences in personal development and education. The United Nations Convention on the Rights of Persons with Disabilities mandates the collection of statistical data to inform policies, evaluate compliance, and identify barriers. The study aimed to refine and validate a subscale designed to monitor the fulfillment of rights to personal development and inclusive education, and to examine its relationship with age, gender, and type of education (inclusive or mainstream). A total of 237 people in Spain participated in the study, using the pilot self‐report or third‐party version of the subscale related to personal development and inclusive education rights, which is part of the #Rights4MeToo Scale. This group included 138 students with intellectual disability, 15 family members, and 84 professionals. The analyses confirmed that the subscale has adequate evidence of reliability and validity. No significant relationships were found between the rights to personal development and inclusive education and age, gender, or educational setting among participants. The final version of the subscale serves as a valuable tool for monitoring these rights, crucial for planning policy and interventions to improve the quality of life for people with intellectual disability. To maximize outcomes in personal development and inclusive education, comprehensive sexuality education, flexible educational environments, vocational training tailored to individual aspirations, and inclusive recreational opportunities are needed.

Background: The Convention on the Rights of Persons with Disabilities recognises in Article 23 the right to marriage, family, parenthood and interpersonal relationships. However, monitoring this right is challenging due to a lack of evaluation tools. Method: This study presents the psychometric validation of items assessing Article 23, which makes up the interpersonal relationships subscale of the #Rights4MeToo Scale, based on responses from 1215 people with intellectual disabilities, family members and professionals. Results: The findings revealed a final unidimensional 7‐item structure, high internal consistency, full invariance across gender and partial invariance across respondent types. Conclusions: This subscale is established as a helpful tool with adequate evidence of validity and reliability for assessing the respect and exercise of this right, with significant implications for support planning and public policy concerning sexual and sentimental relationships, ultimately enhancing the quality of life for people with intellectual disabilities.