Training on intellectual disability in health sciences: the European perspective

Abstract

Background: Intellectual disability (ID) has consequences at all stages of life, requires high service provision and leads to high health and societal costs. However, ID is largely disregarded as a health issue by national and international organisations, as are training in ID and in the health aspects of ID at every level of the education system.

Specific aim: This paper aims to (1) update the current information about availability of training and education in ID and related health issues in Europe with a particular focus in mental health; and (2) to identify opportunities arising from the initial process of educational harmonization in Europe to include ID contents in health sciences curricula and professional training.

Method: We carried out a systematic search of scientific databases and websites, as well as policy and research reports from the European Commission, European Council and WHO. Furthermore, we contacted key international organisations related to health education and/or ID in Europe, as well as other regional institutions.

Results: ID modules and contents are minimal in the revised health sciences curricula and publications on ID training in Europe are equally scarce. European countries report few undergraduate and graduate training modules in ID, even in key specialties such as paediatrics. Within the health sector, ID programmes focus mainly on psychiatry and psychology.

Conclusion: The poor availability of ID training in health sciences is a matter of concern. However, the current European policy on training provides an opportunity to promote ID in the curricula of programmes at all levels. This strategy should address all professionals working in ID and it should increase the focus on ID relative to other developmental disorders at all stages of life.

Keywords:

• health education
• health training
• intellectual disability
• mental health
• Europe

Acknowledgements

This study has been partly funded by the Leonardo da Vinci programme (TRINNODD project: LU/08/LLP/LdV-TOI-156002). This paper was supported in part by NIMH/NIH R25 MH071286 (Dr Kerim Munir, PI), Mental Health/Developmental Disabilities Program, Division of Developmental Medicine, Children’s Hospital Boston. Carla Heyler participated in systematic review. The authors thank R. Banks, N. Bouras, S.-A. Cooper, L. Gask, M. Gomez-Beneyto, H. Kwok, C. Mercier; P. N. Walsh and G. Weber for their cooperation and advice.