Abstract:

Objective:
The primary aim of this study is to identify the challenges professionals face in teaching financial literacy to individuals with developmental and intellectual disabilities and to propose actionable strategies to overcome these barriers. The research aims to address the gaps in institutional support, resource development, and engagement techniques to make financial literacy education more effective and inclusive for this population.

Hypothesis:
By providing structured resources, institutional support, and professional training, educators' challenges can be mitigated, enabling individuals with developmental and intellectual disabilities to achieve meaningful financial independence.

Research Questions:
To explore this, the study focused on several research questions, including the steps institutions can take to support financial literacy education, strategies to address high workloads and time constraints of professionals, and features that should be integrated into resources like curricula and tools. Additionally, the study examined optimal training session structures, preferences for private or group settings, and approaches to engage learners and their families. Further questions explored addressing cultural barriers, participant selection criteria, and the design of digital tools such as PC games and mobile apps for financial literacy training.

Methodology:
A questionnaire was used to collect responses from professionals who teach financial literacy to individuals with developmental and intellectual disabilities across Greece, Malta, and Lithuania. The sample included 15 participants.

Results:
Professionals face significant constraints due to limited time, high workloads, and a lack of training resources. Solutions include developing structured, institution-wide programs, providing professional training, involving parents in the learning process, and creating tailored resources with clear goals, visual aids, and interactive tools. Flexible session formats and a combination of private and group training were also highlighted as effective strategies. The research identified key features for digital tools, such as step-by-step instructions, real-life scenarios, customisation options, and gamified elements, to enhance learner engagement and outcomes.

Conclusion:
The study emphasises the importance of institutional support, cultural sensitivity, and engaging formats in financial literacy education for individuals with developmental and intellectual disabilities. Implementing the proposed strategies can empower learners, improve their quality of life, and foster greater independence, while also addressing educators' challenges.

Keywords:

Financial literacy, teaching financial literacy, developmental disabilities, intellectual disabilities.