Adults with intellectual disabilities often seek paid employment but lack educational qualifications, which has proven to cause poverty, poor well-being, and exclusion from society (Lindsay, 2011). Barriers to starting and completing courses of study include poor literacy skills, lacking motivation and stamina in longterm commitment to study tasks, overwhelming feelings in negotiating course rules and requirements, lacking selforganization and time management skills, maintaining self-directed learning demands, difficulty, affording courses, physical and mental health issues, and homelessness. Students with intellectual disabilities are defined as having significant limitations in intellectual functioning (learning, reasoning, problem solving) and adaptive behavior (social, practical, conceptual skills lacking) (American Association on Intellectual and Development Disabilities, 2018). They have challenging behaviors due to anxieties and issues with the confidence to undertake educational tasks (Koritsas & Iacono, 2015). An educational support tutor provides one solution to assist students to remain motivated and complete their courses. This often voluntary role assists the student in overcoming the lack of attention in finding ways to ensure educational equality in adult learning (Ross-Gordon, 2001). This reflection gives insights into tutoring a person with an intellectual disability seeking a career who benefited from educational support. Here I discuss the tutoring context, my lessons learned and challenges as tutor, and implications for practice and research to contribute to the important field of education, adults living with intellectual disabilities.

中文翻译：

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对智障成人的教育支持：一位导师的反思

智障成年人通常寻求有偿工作，但缺乏教育资格，这已被证明会导致贫困、福祉不佳和被社会排斥（Li​​ndsay，2011 年）。开始和完成学习课程的障碍包括识字能力差，缺乏长期致力于学习任务的动力和毅力，在谈判课程规则和要求时感觉压倒性，缺乏自我组织和时间管理技能，保持自主学习需求，困难，负担得起课程、身心健康问题和无家可归。智障学生被定义为在智力功能（学习、推理、解决问题）和适应性行为（社交、实践、缺乏概念技能）（美国智力和发展障碍协会，2018 年）。由于焦虑和承担教育任务的信心问题，他们具有挑战性的行为（Koritsas & Iacono，2015）。教育支持导师提供了一种解决方案来帮助学生保持积极性并完成他们的课程。这种通常是自愿的角色有助于学生克服在寻找确保成人学习中教育平等的方法时缺乏注意力（Ross-Gordon，2001）。这种反思提供了对辅导智障人士的见解，该人士正在寻求从教育支持中受益的职业。在这里，我讨论了辅导背景、我作为导师的经验教训和挑战，以及对为重要教育领域做出贡献的实践和研究的影响，