People with intellectual and developmental disabilities (IDD) vary in terms of the nature and severity of their disabilities, but for all, their disability is lifelong. They experience of health inequities in the form of higher rates of poor health when compared with the general population. Together with biological factors relating to impairment or genetic factors, adverse social determinants of health contribute to their high rates of comorbid and secondary conditions that account for their poor health. There is a human rights imperative to address their health inequities through broader social change to reduce their socio-economic disadvantages, and systemic changes to healthcare systems to ensure they are afforded the same access to quality care as others in the community. This chapter explores the nature of the health inequities of people with IDD and identifies factors contributing to their poor health. The chapter ends with a review of strategies that show promise in addressing existing health problems, preventing the onset of poor health and improving healthcare systems.

In this chapter a brief synopsis is provided of the terminology of learning disability (LD), intellectual (ID) and developmental disability (DD). Determinants of physical and mental well-being and associated comorbidities for people living with IDD are explained. Students are enabled to recognise, facilitate and optimise an individual’s rights, identity, autonomy, and self-determination in any community or mental health setting.Deinstitutionalisation was informed by philosophical approaches including normalisation (Wolfensberger, 1972; Nirje, 1969), social role valorisation (Wolfensberger, 1983) and the social model of disability (Oliver, 2013; Race et al., 2005). These approaches inform mental health assessment and responsiveness through reasonable adjustments or accommodations (Heslop et al., 2019). Within Aotearoa New Zealand and Australia, these philosophies are exemplified through the principles embedded within EGL (Enabling Good Lives) and the NDIS (National Disability Insurance Scheme) respectively and are linked to responsibilities under the Convention on the Rights of Persons with Disabilities (United Nations, 2006) when working with those in mental distress.

In this chapter a brief synopsis is provided of the terminology of learning disability (LD), intellectual (ID) and developmental disability (DD). Determinants of physical and mental well-being and associated comorbidities for people living with IDD are explained. Students are enabled to recognise, facilitate and optimise an individual’s rights, identity, autonomy, and self-determination in any community or mental health setting.Deinstitutionalisation was informed by philosophical approaches including normalisation (Wolfensberger, 1972; Nirje, 1969), social role valorisation (Wolfensberger, 1983) and the social model of disability (Oliver, 2013; Race et al., 2005). These approaches inform mental health assessment and responsiveness through reasonable adjustments or accommodations (Heslop et al., 2019). Within Aotearoa New Zealand and Australia, these philosophies are exemplified through the principles embedded within EGL (Enabling Good Lives) and the NDIS (National Disability Insurance Scheme) respectively and are linked to responsibilities under the Convention on the Rights of Persons with Disabilities (United Nations, 2006) when working with those in mental distress.