Don’t Mention the Diet! A health promotion initiative to support healthy diet and lifestyle decision‐making by people with intellectual disability
Anne‐Marie Martin, Síle Divane, Sandra Twomey, Lucia O’Neill, Joseph M. McCarthy, Caroline Egan, Caroline Dalton, Maria Caples
Abstract
Accessible summary People with intellectual disability have a right to have a say in how they want to live Information about the importance of healthy eating and drinking can be difficult to understand People with intellectual disability co‐produced an educational module around healthy eating and drinking and were actively involved in deciding what they wanted to learn about and planning how they would like to learn This project helped people with intellectual disability to understand and make choices around their diet Abstract Background People with intellectual disability have a right to be involved in and make decisions that affect them. This paper presents a health promotion initiative that was co‐produced with people with intellectual disability called Don't Mention the Diet! Evidence suggests this group experience challenges related to health literacy. Further, health promotion materials can be inaccessible. This project demonstrates how active involvement of people with intellectual disability in the design and provision of appropriate educational supports can assist them to make informed decisions about their diets and lifestyle. Methods A collaborative patient and public involvement approach was adopted to ensure the development of a health promotion module that addressed the specific learning needs and knowledge gaps of students with intellectual disability in relation to diet and its impact on well‐being. An 8‐month module with a double‐helix structure intertwining educational and personal development elements was designed. Outcomes Students who completed the module enjoyed its person‐centred and interactive approach. Equipped with information about the benefits of diet, exercise and other health‐related behaviours, they were empowered to make informed decisions on whether or not to adopt a healthy lifestyle. Conclusions The education of students with intellectual disability was supported by tailoring the teaching methods to meet their learning abilities. Further, the inclusion of co‐designers with intellectual disability was key to ensuring the successful module design and delivery. Listening to the self‐identified health education needs and responding collaboratively resulted in an educational initiative that met student's needs.