The experiences and support needs of people with intellectual disabilities who identify as LGBT: A review of the literature.
LGBT clients with ID face double stigma—make your space visibly safe.
01Research in Context
What this study did
McCann et al. (2016) looked at 14 papers about people with intellectual disabilities who are lesbian, gay, bisexual, or transgender.
They wanted to map what is known about their lives and the help they get.
What they found
The review found three big themes: stigma, hard-to-reach services, and a need for staff who understand LGBT issues.
People with ID who are LGBT face a double dose of bias.
How this fits with other research
Davidovitch et al. (2018) widens the lens. Their review of 23 studies shows all adults with ID want sexuality education and self-determination. Edward’s LGBT focus fits inside this bigger picture.
McGrath et al. (2025) zooms out further. Their scoping review of 102 studies says the main barrier is not low skill, but society’s view that people with ID are asexual or helpless. This backs Edward’s stigma theme.
Lancioni et al. (2009) came first. Their qualitative work found staff and family attitudes block sexual rights. Edward’s 2016 review echoes this, showing the problem is still alive for LGBT clients.
Why it matters
If you run an ABA clinic, check your intake forms right now. Swap “mother/father” for “parent/guardian.” Add a pronoun line. Post a rainbow sticker in the lobby. These tiny edits tell LGBT clients with ID that you see them and that it is safe to talk.
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02At a glance
03Original abstract
BACKGROUND: People who identify as lesbian, gay, bisexual and transgender (LGBT) can face many challenges in society including accessing education, care and support appropriate to individual needs. However, there is a growing and evolving evidence base about the specific needs of people with intellectual disabilities (ID) in this regard. AIMS: The aim of this review was to explore the experiences of people with ID who identified as LGBT through an examination of studies that addressed their views and highlighted specific issues, concerns and service responses. METHODS AND PROCEDURES: A comprehensive search of relevant databases from February 1995 to February 2015 was conducted. Studies were identified that met specific criteria that included: empirical peer reviewed studies, the use of recognised research methods and focused on people with ID whom identified as LGBT. The search yielded 161 papers in total. The search was narrowed and 37 papers were screened using rigorous inclusion and exclusion criteria. Finally, 14 papers were considered suitable for the review. OUTCOMES AND RESULTS: The data were analysed and key themes identified that included accessing health services, gender and sexual identity, attitudes of people with ID regarding their LGBT status, and education, supports and therapeutic interventions. CONCLUSIONS AND IMPLICATIONS: There is a need for service providers and carers to be more responsive to the concerns of people with ID who identify as LGBT to improve their health and well-being by reducing stigma and discrimination and by increasing awareness of their care and support needs. The implications are discussed in terms of policy, education, research and practice developments.
Research in developmental disabilities, 2016 · doi:10.1016/j.ridd.2016.06.013