The Science of Belonging for People With IDD

Co-authored by Asia Eaton, Ph.D. and Kate L. Long, ABD, OTR/L

“We don’t have any people like that in the United States, do we?”

This comment from someone I (Kate) truly respected really stunned me. As someone who has worked in the disability field for close to 15 years, I was visiting a nonprofit that supports people with intellectual and developmental disabilities in another country. A colleague of mine decided to visit the nonprofit with me, where we encountered a child with spastic cerebral palsy using a wheelchair. Granted, this colleague had limited experience in the disability world. But it served as a stark reminder of the invisibility of developmental disability even in the United States, where services are more abundant than in many other areas of the world.

Developmental disabilities are actually quite common. In the United States, about 1 in 6 children has a developmental disability (CDC, 2024). Intellectual and developmental disabilities (IDD) are a group of neurodevelopmental conditions usually present at birth that affect the trajectory of a person’s physical, intellectual, and/or emotional development (National Institute of Child Health and Human Development, 2021). Conditions such as Down Syndrome, Autism, Fragile X, Cerebral Palsy, and others are examples of intellectual or developmental disabilities.

While shows starring characters with IDD have brought some awareness of IDD (e.g., Netflix’s “Crip Camp”), people with IDD are often not represented in media and not fully included in society. Progress in IDD rights has grown in the last 30+ years, driven by activists’ efforts and resulting laws like the Americans with Disabilities Act. However, challenges persist in access to quality services (e.g., healthcare, housing, transportation), employment gaps, and debates over autonomy vs. guardianship. For example, while many adults with IDD desire to live independently, they often face waitlists spanning years for home and community-based care, frequently forcing them into institutional settings or to remain with aging parents. In addition, individuals with intellectual and developmental disabilities (IDD) continue to face exclusion from many aspects of community life, like interpersonal relationships. In today’s column, we reflect on how psychological science can help create more inclusive environments and greater belonging and justice for those with IDD.

4 Insights From Psychology

1. Systems Were Not Designed for Neurodiversity

Many schools, workplaces, and social services operate within structures that were created for able bodies, treating disabled bodies as “exceptions” to an invisible “rule”. For instance, while public transit has made allowances for accessible seating for people with physical disabilities, adaptations for people with wayfinding difficulties or cognitive disabilities are often not considered (Levine & Kramer, 2023). Rigid systems designed for able bodies create barriers to engagement for people with IDD. Indeed, the social model of disability states that disability arises from societal barriers, not individual deficits (Oliver, 1990; Olkin, 2002). When environments are inflexible, people with disabilities are forced to conform to systems that fail to see or support their needs.

2. Move Beyond Mere Access to Belonging

Research shows that social belonging is a basic psychological need that significantly contributes to well-being (Baumeister & Leary, 1995). Belonging means more than just giving individuals with IDD access to mainstream environments; it means fostering authentic relationships and recognizing shared humanity. For people with IDD, programs that prioritize inclusive education and community participation are linked with improved self-esteem, adaptive functioning, and quality of life (Shogren et al., 2015). When people with IDD are integrated meaningfully into communities, they are able to form friendships, contribute to group life, and express their identities without fear of bullying or marginalization (Simplican et al., 2015).

3. Deficit-Based Models Are Harmful

Traditional psychological assessments can pathologize individuals with IDD by using deficit-based language and outdated norms. Being labeled as cognitively functioning at “18 months” despite being 20 years old, for instance, not only fails to honor a person’s strengths, it risks reinforcing stigma. Studies support shifting toward strength-based models that emphasize adaptive behaviors, preferences, and goals (Wehmeyer et al., 2003). Language powerfully shapes perception and experience (Lindquist, 2017), and when educators, clinicians, and researchers describe individuals with IDD in affirming terms, they promote dignity and potential rather than limitation.

4. People With IDD Must Be Co-Creators of Their Futures

Perhaps the most important insight from science is that people with IDD must be centered in conversations about their lives. For example, supported decision-making, where individuals with IDD make their own choices with guidance, leads to greater personal autonomy and life satisfaction (Khemka, 2021). Despite having clear career preferences, many people with IDD are often relegated to job placements like stocking shelves, for instance, instead of job placements that better fit their interests and abilities. Many sheltered workshops for people with IDD pay far below minimum wage, at an average of $3.50/hour (Brooke et al., 2009). People with IDD must also be centered in research planning, educational planning, the development of employment pathways, and more. Not only is including lived-experience experts in the design of systems and interventions ethical, but it also improves outcomes (O’Mara-Eves et al., 2013).

4 Action Steps

Below are action steps you can take as a clinician, educator, researcher, and community member to improve health and wellness for those with IDD.

1. Reframe Assessment Practices

Professionals working with those who have IDDs should evaluate strengths and context, not just deficits. Researchers studying neurodiversity have discussed ways to conduct assessments in more neuroaffirming ways using collaborative understanding, accessibility, recognizing intersectionality, empowerment, and strengths recognition (Woods et al., 2025).

2. Promote True Community Inclusion

Support inclusive education and extracurriculars, like adaptive sports and arts. Encourage and participate in peer programs, such as Best Buddies, which facilitate reciprocal friendships and reduce stigma. As Edward Barbanell, actor and comedian, put it: “I'm special like everyone else."

Neurodiversity Essential Reads

Is It Time to See Dyslexia as a Superpower?

Flourishing for All: Inclusion in Wellbeing Science

3. Design with Neurodiversity in Mind

Schools, workplaces, and public services must be guided by inclusive design. Universal design is an approach to creating products, services, and environments that are usable by the widest possible range of people without requiring special adaptation or segregation. Rather than designing for an “average” user, inclusive design treats human diversity as the starting point. Examples include flexible routines and deadlines, visual supports, and low-stimulation environments, which can improve usability for everyone.

4. Amplify the Voices of People With IDD

Involve individuals with IDD in program design, policymaking, and research. Train staff and researchers to practice active listening and co-create solutions in collaboration with disabled individuals. For example, a recent study on Down syndrome and quality of life engaged adults with Down syndrome as co-researchers and research assistants who supported the entire research process, including being involved in grant development and collecting and analyzing research data (Faragher et al., 2025).

Conclusion

Creating inclusive environments requires more than compliance or accommodation; it requires transformation. The future lies in shifting from fixing individuals to fixing systems, from diagnosing differences to celebrating strengths. Through human connection, evidence-based practices, and the lived experiences of people with IDDs, we can build a world of true belonging.