Abstract
This scoping review explores the experiences of transgender people who also had a learning disability and / or were autistic.
Inclusion Criteria: Studies involving primary source data around personal experiences of transgender individuals with a learning disability and/or autistic transgender people were included. Peer-reviewed papers of any study design were eligible.
Methods: A search of CINAHL, PSYCHINFO, MEDLINE, SCOPUS, and COCHRANE REVIEWS databases were conducted in August and September 2021 and updated in September 2023 and April 2025. The search identified 45 papers. Each included study was assessed using the provisional criteria for Institutional Review Boards proposed by Adams et al. (2017) for evaluating the ethical orientation of transgender health research. A hybrid inductive-deductive thematic synthesis was used, informed by Fereday and Muir-Cochrane (2006) incorporating pre-determined categories alongside iterative analytic development.
The review identified 20 papers. Key themes including interactions between experiences of autism and gender, the intersection of learning disability and transgender, barriers and social challenges, negative experiences within health and social care and where they exist, support systems are valuable.
The literature indicates that transgender people with learning disabilities and autistic transgender individuals face significant structural, social, and systemic barriers.
The review highlights the need for improved healthcare practices, education, and further research to address the unique needs of this population.
Inclusion Criteria: Studies involving primary source data around personal experiences of transgender individuals with a learning disability and/or autistic transgender people were included. Peer-reviewed papers of any study design were eligible.
Methods: A search of CINAHL, PSYCHINFO, MEDLINE, SCOPUS, and COCHRANE REVIEWS databases were conducted in August and September 2021 and updated in September 2023 and April 2025. The search identified 45 papers. Each included study was assessed using the provisional criteria for Institutional Review Boards proposed by Adams et al. (2017) for evaluating the ethical orientation of transgender health research. A hybrid inductive-deductive thematic synthesis was used, informed by Fereday and Muir-Cochrane (2006) incorporating pre-determined categories alongside iterative analytic development.
The review identified 20 papers. Key themes including interactions between experiences of autism and gender, the intersection of learning disability and transgender, barriers and social challenges, negative experiences within health and social care and where they exist, support systems are valuable.
The literature indicates that transgender people with learning disabilities and autistic transgender individuals face significant structural, social, and systemic barriers.
The review highlights the need for improved healthcare practices, education, and further research to address the unique needs of this population.
| Original language | English |
|---|---|
| Journal | Tizard Learning Disability Review |
| Publication status | Accepted/In press - 24 Mar 2026 |
Keywords
- Transgender experiences
- Learning disabilities
- Autism
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