People with intellectual disabilities (ID) continue to face situations of stigmatization and inequality across social, educational, and occupational contexts, which contributes to the persistence of negative attitudes toward this group (Tavor & Akirav, 2023). Such attitudes act as a barrier to social inclusion and restrict access to genuine opportunities for participation. Moreover, research has shown that negative social attitudes have a direct impact on the psychological well-being of people with intellectual disabilities, affecting dimensions such as self-esteem, self-concept, and perceived personal competence (Ankori et al., 2023; Himmelberger et al., 2022; Nowakowska & Pisula, 2021).

From a psychosocial perspective, attitudes are conceptualized as relatively stable predispositions that integrate cognitive and affective components and guide the ways in which individuals evaluate and respond to different social objects (Triandis, 1971). Although these dispositions tend to show some resistance to change, numerous studies have demonstrated that attitudes toward intellectual disability can be modified through planned interventions, particularly when these combine rigorous information with meaningful experiences of social interaction.

Among the factors most consistently associated with positive attitudes toward intellectual disability is the level of contact with people with intellectual disabilities (Kármán et al., 2022; Ruano & Galán-Casado, 2024). However, the literature emphasizes that contact is not automatically effective; rather, it must occur under structured conditions and be explicitly oriented toward attitudinal change in order to generate positive effects (Vasileiadis et al., 2021).

Interventions in which people with intellectual disabilities themselves assume a central and active role therefore constitute a particularly valuable strategy, both for their empowerment and for broader social awareness-raising (Nowakowska & Pisula, 2021). Furthermore, this type of program yields benefits not only in terms of attitudinal change among participants without disabilities, but also for the people with intellectual disabilities who actively take part in these interventions (Nowakowska & Pisula, 2021; Rodríguez Herrero et al., 2023).

A recent systematic review examining programs aimed at changing attitudes toward people with intellectual disabilities (Beunza-García et al., 2025) confirms the importance of implementing intervention programs, as all of the initiatives reviewed showed positive outcomes in terms of attitudinal change. In particular, social interactions and interventions combining information with structured and planned contact with people with intellectual disabilities emerged as the most effective strategies for improving attitudes toward this group (Nowakowska & Pisula, 2021; Vasileiadis et al., 2021; Watkins & Colgate, 2016).

Within this context, the We are Accesible program is positioned as an intervention based on first-person experience and shared reflection on social accessibility. The aim of the present study is to analyze the outcomes of this program in relation to changes in attitudes toward people with intellectual disabilities, as well as to explore its potential impact and transferability to other educational and training contexts.

We are Accesible, initially inspired by the work carried out by the Gorabide Association (2025), is an awareness-raising programme designed and delivered by people with intellectual disabilities, with the support of a support person. The design process was conducted over 18 two-hour working sessions, involving two people with intellectual disabilities in the role of trainers, three advisors from the same group, and one support person. During these sessions, the programme objectives were defined, the contents were selected, and the teaching materials were developed. The topics addressed included the conceptualisation of intellectual disability, the role of supports, findings from research on social attitudes, and a final reflection on the concept of the “accessible person.” All contents were structured around personal experiences, everyday examples, and spaces for dialogue with participants. The programme was reviewed by experts in intellectual disability and programme evaluation, which allowed for the introduction of adjustments aimed at improving clarity, internal coherence, and alignment with the stated objectives. Participants The intervention was implemented through seven workshops delivered at the Complutense University of Madrid. Participation was voluntary, and ethical principles of confidentiality and informed consent were respected. A total of 90 individuals participated. The majority of participants were students from the Faculty of Education at the Complutense University of Madrid (82%). Instruments and data collection Several instruments were used for data collection. First, a sociodemographic questionnaire was administered, including questions on participants’ prior knowledge of intellectual disability and the frequency of contact with people from this group. To assess attitudinal change, participants were asked, before and after the workshop, to indicate three adjectives describing people with intellectual disabilities. This qualitative technique has been used in previous research as an indirect way of analysing stereotypes and social evaluations (Watkins & Colgate, 2016). In addition, a satisfaction questionnaire was administered at the end of the intervention to collect participants’ evaluations of the workshop and their perceived impact. Finally, the trainers with intellectual disabilities completed a self-evaluation log after each session, in which they recorded their impressions of the programme’s implementation and group participation.

The results obtained demonstrate the effectiveness of the We are Accesible programme in promoting more positive and accurate attitudes towards people with intellectual disabilities. The observed change is not limited to a quantitative improvement, but rather reflects a qualitative transformation in the way this group is conceptualised, shifting the focus from traditional stereotypes towards a more inclusive and realistic perspective. The active involvement of people with intellectual disabilities as trainers constitutes one of the key elements of the programme, in line with previous research highlighting the value of direct and meaningful contact for attitudinal change (Feely et al., 2021; Rodríguez Herrero et al., 2023). Moreover, this approach contributes to the empowerment and social recognition of people with intellectual disabilities themselves, reinforcing their role as agents of change. The We are Accesible programme offers an intervention model that is easily transferable to educational, university, and community settings. Its participatory approach, grounded in first-person experience, fosters social awareness and contributes to the development of more accessible and inclusive environments, aligned with the principles of rights and participation of people with intellectual disabilities.

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