Fostering inclusion in healthcare: a systematic review of collaborative teaching with individuals with disorders of intellectual development

BACKGROUND: Enhancing healthcare professionals' knowledge and skills through co-productive educational programs aligns with the UN's rights for people with disabilities. Collaborative teaching approaches, where individuals with Disorders of Intellectual Development participate as co-teachers, are increasingly recognized as effective strategies for improving healthcare training and fostering inclusion. METHODS: This review examines interventions involving individuals with Disorders of Intellectual Development as co-educators in higher education, focusing on studies published from 2009 to 2024. Inclusion criteria required: Co-teachers with Disorders of Intellectual Development, teaching in higher education, publications after 2009, university or medical school settings. Exclusion criteria eliminated studies without co-teachers with Disorders of Intellectual Development, those involving Disorders of Intellectual Development only as students or patients, and non-university settings. Literature searches were conducted across major databases (PubMed, Cochrane, Psyndex, Web of Science, FIS Bildung, peDOCS, and Google Scholar), between April 25th and November 29th 2024, and articles were screened according to predefined criteria. RESULTS: Out of 21,327 records identified, 10 met the inclusion criteria, 2 articles were further included for additional consideration. In total, seven empirical studies, three literature reviews, one guideline and one case study were included. Most research focused on the impact of inclusive teaching on students, with some examining the qualification and participation processes for educators with Disorders of Intellectual Development. The evidence supports the value of co-teaching models involving individuals with Disorders of Intellectual Development, highlighting benefits for both students and co-teachers. However, the literature notes that systemic barriers and insufficient structural support can limit the effectiveness and sustainability of such approaches. Standardization among interventions proved insufficient. CONCLUSIONS: Inclusion of co-teachers with Disorders of Intellectual Development is an emerging and important field in higher education as could be shown by this literature review. There is a need for standardized, evidence-based guidelines and adequate institutional resources to support co-teaching involving individuals with Disorders of Intellectual Development in healthcare education. Although inclusive teaching indicates benefits for both, students and educators, their success depends on institutional commitment and overcoming persistent barriers. Ongoing research and policy development are essential to fully realize the potential of co-productive educational models in fostering genuine inclusion and improving healthcare outcomes.