# An Ethnographic Study Concerning the Implementation of Education on Ageing for Older Adults with Mild Intellectual Disability: The Perspective of the Educators

## TL;DR

This study explores how educators implement aging education for older adults with mild intellectual disability, focusing on strategies that promote social interaction and learning.

## Contribution

The study introduces a new educational intervention for aging, emphasizing social togetherness and collaborative learning strategies.

## Key findings

- Educators used strategies like group discussions and visual materials to facilitate learning about aging.
- The intervention created a supportive learning environment with a good atmosphere and respectful interactions.
- Further evaluation from the perspective of people with intellectual disability is needed to confirm the intervention's effectiveness.

## Abstract

Despite the fact that longevity in people with intellectual disability has increased at least as much as in the general population, there is a dearth of interventions related to ageing for these older people. Therefore, this study investigated educators’ implementation strategies in a new tailor-designed educational intervention with the goal of supporting the process of ageing for people with mild intellectual disability. An ethnographic research design was employed, including participant observations, field notes, and 15 ad hoc interviews with educators, spread over two years in four towns. The strategies used for facilitating learning about ageing were expressed in the two themes promoting social togetherness through everyone’s participation and learning together and from each other through recognition and consolidation. These strategies were applied to create a learning environment characterised by a good atmosphere and respectful interaction. Learning together involved consolidation through repetition, group discussions, the use of visual learning materials, and study visits. This new educational intervention about ageing is promising, but less resource-intensive interventions should also be developed and preferably integrated into the disability service. Before concluding whether this education supports the ageing process, it needs to be evaluated from the perspective of people with intellectual disability.