Health professionals' perspective on cultural competence when working with children and adolescents with intellectual disabilities
A qualitative descriptive study
DOI:
https://doi.org/10.14528/snr.2026.60.3.3280Keywords:
intellectual disability, respect, adaptation, cultural competenceAbstract
Introduction: Intellectual disability is one of many developmental disorders. The aim of this study was to examine cultural competence in the health care of children and adolescents with intellectual disabilities. The objective was to analyse the perspectives of healthcare professionals who frequently work with this population and to identify the challenges they face in daily practice.
Methods: A qualitative descriptive method was used. Data were collected through individual semi-structured interviews with a purposive sample of nine healthcare professionals employed in clinical settings providing care for children and adolescents with intellectual disabilities. Data were analysed using qualitative content analysis.
Results: Three categories emerged from the analysis: provision of culturally responsive health care for children with intellectual disabilities, systemic barriers to culturally competent health care, and awareness of the importance of continuous education for healthcare professionals in cultural competence. Adapting health education activities for patients from diverse cultural backgrounds depends primarily on cultural competence and improved communication.
Discussion and conclusion: Healthcare professionals' understanding of cultural competence principles contributes to greater intercultural awareness when working with children and adolescents with intellectual disabilities. This improves relationships, supports the adaptation of treatment plans, and enhances patient engagement, thereby facilitating culturally sensitive care. Through education and training in cultural competence, healthcare organisations can strengthen the policies and practices that underpin culturally sensitive health care.
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