Independence of people with intellectual disabilities in the preparation of meals by recipe

People with intellectual disabilities, among other things, find it more difficult to acquire academic and practical skills, due to lower intellectual abilities and insufficiently developed adaptive skills, which consequently affects their reduced level of independence. One of the aspects of independence is nutrition, which is not only satisfying biological needs, but also contains a social aspect, because through socializing over food and visiting a restaurant, people build social relationships. For self-preparation of food according to a recipe, a person with intellectual disabilities must systematically develop literacy and nutritional literacy. Due to the characteristics that are typical for people with intellectual disabilities, the recipe must be written according to the laws and criteria of easy reading, and both the form image and the linguistic expression must be adapted. Through a survey involving five people with intellectual disabilities, we found out which skills a person is mastering and where they need more support. The level of independence was assessed before and after the workshops. The results showed that after the workshops, individuals followed the recipe more precisely, handled kitchen utensils more skilfully, prepared for cooking more independently and, in the end, tidied up the workspace on their own initiative. Interest in cooking has also increased. In contrast, no progress was observed in reading, adjusting the recipe according to the number of persons, and setting the timer on the oven, suggesting the importance of more continuous and longitudinal work. Considering the wishes, characteristics, prior knowledge, and skills of participants in the workshops, we prepared a pamphlet with recipes in easy reading and used it as a tool to observe the independence of people with intellectual disabilities in food preparation. The pamphlet will be available to special and rehabilitation pedagogues, parents, teachers and other professionals who encounter people with reading difficulties in their lives and work