Supporting People with Learning Disabilities as Arts Participants: Examining the Perspectives of Their Support Workers
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| Title: | Supporting People with Learning Disabilities as Arts Participants: Examining the Perspectives of Their Support Workers |
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| Language: | English |
| Authors: | Aline Verbeke (ORCID |
| Source: | British Journal of Learning Disabilities. 2026 54(2):237-245. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Learning Disabilities, Art Activities, Foreign Countries, Cultural Activities, Creative Activities, Employee Attitudes, Participation, Day Programs, Allied Health Personnel |
| Geographic Terms: | Belgium |
| DOI: | 10.1111/bld.70030 |
| ISSN: | 1354-4187 1468-3156 |
| Abstract: | Background: People with learning disabilities often rely on support workers in order to take part in arts activities. Yet people with learning disabilities' arts participation remains low, and we know little about how support workers facilitate this. This study, therefore, examines support workers' perspectives on arts participation in the context of their practice. Methods: Semi-structured interviews were conducted with six support workers from a Belgian day centre and analysed using reflexive thematic analysis. Findings: Support workers primarily view arts participation in terms of creative and cultural activities for people with learning disabilities. They distinguish these activities from what they refer to as 'real' art, which they associate with arts institutions (such as art museums or theatre venues). Such institutional or 'high' arts are largely absent from their practice, a gap they attribute to a perceived lack of interest or ability from people they support, as well as to structural accessibility barriers. Conclusions: The study highlights that support workers' concept of 'real' art aligns with a view of art that is, at its core, inaccessible. Transforming arts institutions to better accommodate people with learning disabilities and their support workers can expand the forms of arts participation currently available to them, particularly in the realm of high arts. Integrating art education into the training of support workers can further enhance this access. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505979 |
| Database: | ERIC |
| Abstract: | Background: People with learning disabilities often rely on support workers in order to take part in arts activities. Yet people with learning disabilities' arts participation remains low, and we know little about how support workers facilitate this. This study, therefore, examines support workers' perspectives on arts participation in the context of their practice. Methods: Semi-structured interviews were conducted with six support workers from a Belgian day centre and analysed using reflexive thematic analysis. Findings: Support workers primarily view arts participation in terms of creative and cultural activities for people with learning disabilities. They distinguish these activities from what they refer to as 'real' art, which they associate with arts institutions (such as art museums or theatre venues). Such institutional or 'high' arts are largely absent from their practice, a gap they attribute to a perceived lack of interest or ability from people they support, as well as to structural accessibility barriers. Conclusions: The study highlights that support workers' concept of 'real' art aligns with a view of art that is, at its core, inaccessible. Transforming arts institutions to better accommodate people with learning disabilities and their support workers can expand the forms of arts participation currently available to them, particularly in the realm of high arts. Integrating art education into the training of support workers can further enhance this access. |
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| ISSN: | 1354-4187 1468-3156 |
| DOI: | 10.1111/bld.70030 |
