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Published on: June 20, 2020
Describing Intellectual Disability in Local Public Health Community Health Assessments and Community Health
Haleigh Leslie1, Kate Beatty, Dawn Rowe
1Author Affiliations: Center for Rural Health Research, College of Public Health, East Tennessee State University, Johnson City, Tennessee (Dr Leslie, Dr Beatty, Ms Havrda, and Dr Balio); Department of Health Services Management and Policy, College of Public Health, East Tennessee State University, Johnson City, Tennessee (Dr Leslie, Dr Beatty, and Dr Balio); Clemmer College of Education and Human Development, East Tennessee State University, Johnson City, Tennessee (Dr Rowe); and Special Olympics International, Washington, District of Columbia (Mr Quade).
Abstract:
To describe intellectual disability inclusion in local health department (LHD) community health assessments (CHAs) and community health improvement plans (CHIPs), this study used a cross-sectional design, analyzing CHAs and CHIPs of Public Health Accreditation Board-accredited LHDs. We find that approximately 5% (n = 17) of CHAs included an intellectual disability (ID) partner in the development process. Less than 2% (n = 3) of CHIPs included a goal, objective, or activity that specifically included people with ID. Many CHAs used language that identified ID as a health outcome to be prevented. CHAs and CHIPs play a key role in informing the work conducted by LHDs. Intellectual disability inclusion and representation in CHAs and CHIPs are limited. These findings identify a gap in ID-inclusive verbiage and community-based participation in developing CHAs and CHIPs and the need to increase ID inclusion in these planning processes and documents.
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