Why Equitable Access to Diabetes Care Matters for People with Intellectual Disability
By Jayne Lehmann, Director, EdHealth Australia
People with intellectual disability are far more likely to experience barriers to diabetes education, support, and healthcare—yet they often have greater health needs and face poorer outcomes than the general population.
While diabetes management depends on access to clear information, ongoing education, and appropriate support, many healthcare systems are not designed to meet the needs of people with intellectual disability. As a result, they can be excluded from the very services that help prevent complications and improve quality of life.
As a Registered Nurse, Credentialled Diabetes Educator, and founder of EdHealth Australia, I have spent many years supporting people living with complex health conditions. I have also lived the reality of caring for my daughter Sarah, who had an intellectual disability and significant healthcare needs. Through both professional and personal experience, I have seen how people with intellectual disability are too often excluded from healthcare systems that were never designed with them in mind.
This is particularly concerning when it comes to diabetes.
A Growing but overlooked health issue
People with intellectual disability experience higher rates of health inequity than the general population. They often face multiple barriers to accessing preventative healthcare, health promotion programs, and specialist services.
At the same time, diabetes is increasingly prevalent across our communities; especially so in people with intellectual disability. In Australia, prevalence rates of diabetes are sitting at 5.6% for the general population (1.) and 8.5% for people with intellectual disability (2.) Effective diabetes management requires ongoing education, self-management skills, regular monitoring, and access to healthcare professionals who understand the person’s individual needs.
When education and support are not accessible, people with intellectual disability are left behind.
The result is poorer health outcomes, preventable diabetes linked health issues, increased hospitalisations, and a reduced quality of life.
Equality is not the same as equity
Providing the same diabetes education to everyone does not necessarily create equal outcomes.
A standard diabetes education session may rely heavily on written materials, complex medical language, abstract concepts, or assumptions about health literacy. For some people with intellectual disability, these approaches create barriers rather than opportunities for learning.
Equity means recognising that different people require different supports to achieve the same health outcomes.
This may include:
• Easy Read resources and visual supports
• Simplified education materials
• Additional consultation time and sessions
• Involvement of family members and support workers
• Repetition and reinforcement of key concepts
• Individualised teaching approaches that build confidence and understanding
• Healthcare environments that are welcoming, respectful, and inclusive
When these supports are provided, people with intellectual disability can successfully participate in their diabetes care and make informed decisions about their health.
The human impact
Behind every diagnosis in a person with an intellectual disability is a person with goals, relationships, aspirations, and the right to live a healthy and fulfilling life; just like Sarah did.
Too often, healthcare systems focus on a person’s disability rather than their potential. We often see medical overshadowing with a person’s disability being identified as the issue, rather than their health condition or symptoms.
People with intellectual disability deserve the same opportunities as everyone else to understand their health, develop self-management skills, and receive the support they need to thrive.
We must move beyond assumptions that diabetes management is “too difficult” or that meaningful education is not possible.
With the right supports, many people can learn, participate, and achieve positive health outcomes.
The question should never be whether someone is capable of learning.
The question should be whether we have made learning accessible.
A call for change
Achieving equitable diabetes care for people with intellectual disability requires commitment from healthcare providers, policymakers, educators, the National Disability Insurance Scheme, disability services, and the broader community.
Health services need:
• Accessible diabetes education resources
• Greater training for healthcare students and professionals in disability-inclusive practice
• Funding models that recognise the additional time and supports required to deliver low literacy education and diabetes care
• Better collaboration between disability and healthcare sectors
• NDIS funding for the disability side of implementing healthcare advice and diabetes self care
* Inclusion of people with intellectual disability and their families in service design and policy development
Most importantly, we need to recognise that equitable healthcare is a human right.
The Disability Royal Commission clearly showed people with intellectual disability should not experience poorer health outcomes simply because healthcare systems fail to meet their needs.
As healthcare professionals and advocates, we have an opportunity—and a responsibility—to create services that are accessible, inclusive, and person-centred; in other words, ‘fit for purpose’.
Everyone deserves the chance to understand their health, manage their diabetes, and live well.
Equitable access to diabetes care is not a special privilege.
It is a fundamental expectation of a fair and inclusive healthcare system.
What changes do you believe are needed to make diabetes care more accessible for people with intellectual disability? I’d welcome your thoughts and experiences in the comments section on LinkedIn.
References:
- Diabetes: Australian facts, Summary – Australian Institute of Health and Welfare 27th May 2026 Accessed 1/6/32026 at 10.49am.
- Vancampfort, D., Schuch, F., Damme, T. V., Firth, J., Suetani, S., Stubbs, B., & Biesen, D. V. (2022). Prevalence of diabetes in people with intellectual disabilities and age- and gender-matched controls : a meta-analysis – Western Sydney University. Journal of Applied Research in Intellectual Disabilities, 35(2), 301-311. https://doi.org/10.1111/jar.12949 Accessed 1/6/3036 at 10.57 am.